The Language Teacher
July 2000
Teaching Listening and Speaking Strategies in Japan -- CALLA style
Jill Robbins
Foreign and second language education
in 21st century Japan is moving toward the goal of learner autonomy. In
this major paradigm shift, teachers are seen as facilitators who allow students
the freedom to choose what, how, when and why they study. Yet, to use that
autonomy effectively, learners need to have both knowledge about the learning
process and the tools to apply that knowledge. This is the main reason for
providing strategy training in foreign language classes.
This article describes a synthesis of approaches to teaching second language learning strategies that I have developed in response to the special needs of Japanese learners. I will demonstrate how these approaches can be applied to a listening lesson in a Japanese EFL classroom. This approach is based on two decades of research and practice by a group of dedicated educators. The most influential work in this area has been done by research teams led by Chamot and O'Malley (1994). Based on their research they have developed the CALLA approach, which integrates content-based language instruction with metacognitive awareness of the learning process and learning strategies. Another team of researchers led by Cohen (1998) developed the Strategies-Based Instruction (SBI) approach, which integrates both implicit and explicit instruction in strategies into the course content.
CALLA " is an instructional model that integrates current educational trends in standards, content-based language instruction, learning strategies, and portfolio assessment" (Chamot, Barnhardt, El-Dinary & Robbins, 1999, p. 7). CALLA provides teachers with a task-based five phase instructional design that helps them combine language, content, and learning strategies in a carefully planned lesson. The five phases of CALLA lessons are:
Preparation - activate background knowledge of strategies
Presentation - teacher models the use of the new strategy and explains how and when to use it
Practice - students practice the strategy in class activities
Evaluation - students evaluate their use of the strategy and its effectiveness for the task
Expansion - students extend the use of the strategy into new situations or tasks
SBI makes a distinction between language learning and language use strategies. Language learning strategies are "the conscious thoughts or behaviors used by learners with the explicit goal of improving their knowledge and understanding of a target language" while language use strategies "help students utilize the language they have already learned to whatever degree" (Cohen 1994, p. 68). The need for language use strategies is apparent to teachers at the college level in Japan, whose students have a vast knowledge of English vocabulary but little or no experience in the type of conversation in which that vocabulary might be used. One aspect of the SBI approach is to show how strategies can help at three points in performing a language task: before, during, and after.
This approach allows students to separate the task into manageable elements. It is similar in intent to the metacognitive approach to strategic learning illustrated through a mountain climber's story in Chamot, Barnhardt, El-Dinary & Robbins (1999, p. 89).
Figure 1
Following is a lesson plan for a listening lesson that
applies SBI and CALLA.
Preparation phase: Ask students to think of how they approach a listening task by having small groups fill out a handout like the one shown. Have a representative from each group report the strategies students already use in listening.
Presentation phase: Model the focus strategy for performing a task similar to that which the students will tackle in this lesson. "When I am driving and get stuck in a big traffic jam, I sometimes try listening to the traffic report on the radio. I don't try to understand everything that's said about all the places in the city. I just listen casually until I hear the name of the road I'm on. Then my ears perk up and I listen harder for what's keeping me from getting where I want to go. This is selectively attending. I know what I need to hear the most and I decide to only pay attention to that part. I'm listening for the name of this road I'm on, then I listen harder."
Figure 2: Handout
Talk with your classmates. Imagine you have to listen to a news story in English. What do you think about or do at these times? (possible answers given in italics) Before listening
While listening
After listening
(Choose someone from your group to report your answers to the class.) |
Practice Phase: Remind students of the strategies studied previously for before, during and after listening. In small groups, ask the students to form groups, and give each group a map with cities marked on it that are in the weather report. Ask each group to listen for the weather in a specific city. Students should be reminded to selectively attend while they are listening.
Evaluation Phase: Ask each group to present the weather they heard for their city. If the group was able to get all of the weather information, ask if they felt selectively attending helped them.
Expansion phase: Ask students to give examples of other times and places when they selectively attend; for example, when attendance is being taken or when waiting for a train. Suggest situations in school where selectively attending can be helpful. Assign an outside listening activity that requires selectively attending. Keep a poster on the wall as shown in Figure 3 to remind students of the listening strategies.
Figure 3: Strategic Approach to a Listening Task
Before listening
While listening
After listening
|
References
Chamot, A. U., O'Malley, J.M. (1994). The CALLA Handbook. White Plains, NY: Longman.
Chamot, A. U., Barnhardt, S., El-Dinary, P.B., Robbins, J. (1999). The Learning Strategies Handbook. White Plains, NY: Longman.
Cohen, A. (1998). Strategies in Learning and Using a Second Language. New York: Addison Wesley Longman.
Robbins, J. (1999). East meets West -- Approaches to Learner Autonomy. Proceedings of JALT 98, Japan Association for Language Teaching International Conference, Omiya, Japan, November 21-23, 1998.
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