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The Phonological Loop as an important second language learning device. Takashi Furuhata (Please turn your speakers on when you view this file). Introduction.

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the phonological loop as an important second language learning device

The Phonological Loop as an important second language learning device

Takashi Furuhata

(Please turn your speakers on when you view this file)

introduction
Introduction
  • There are highcorrelationsbetweentheperformance ofchildren’s phonological working memory and the performance of native and second language learning.
slide3
PLAN
  • 1.What is phonological loop?
  • 2. Literature Review Chart
  • 3. Summary Discussion
  • 4. Weakness
  • 5. Research Question
  • 6. Method
  • 7. Results
  • 8. Discussion
  • 9. Limitations and theoretical issues.
  • 10. Future Possibilities and Conclusion
1 what is phonological loop
1.What is phonological loop?
  • 3-     Phonological Loop
    • Baddeley & Hitch (1974) found
    • Working memory
      • It holds recent information that fades within 2 seconds
    • Phonological Loop
      • By repeating the information, the working memory can store it and send to the long- term memory.
3 summary discussion
3. Summary Discussion
  • Many studies suggest a significantly high relationship between phonological working memory ability and foreign language learning.
4 weakness
4. Weakness
  • Can this relationship apply to for people all over the world?
  • Most of these studies have focused on languages with alphabets.(e.g. Finnish(native) and English(foreign), Greek(native) and English(foreign) )
  • Chinese, Japanese, and Korean do not have alphabets, are very different from Finnish, English, and Greek which have alphabets.
5 research question
5. Research Question
  • What about…..
  • children’s phonological ability and a non-alphabetical language learning in a second language for children with an alphabetical first language.
  • This study examined whether or not a significant correlation between the performance score of the (1) A delayed native language pseudo-word copying task testsand the (2) Japanese foreign language vocabulary learning test.
6 method
6. Method
  • Subjects
  • 20 elementary school students (3rd grade)
  • Instruments
  • 1) A delayed native language pseudo-word copying task,
  • 2) Japanese vocabulary learning session
  • 3) The Japanese foreign language vocabulary learning test.
three tasks 30 min
Three tasks (30 min)
  • 1. English Phonological Ability Test (10 min)
  • 2. The Japanese Learning Application (10 min)
  • 3. The Japanese Learning Test (20 min)
  • Please raise your hand at anytime if you have any questions during the test.
the first task 7 min page1
The first task (7 min) - Page1

English Phonological Ability Test

Takashi Furuhata

University of Washington

instruction i
Instruction I
  • This test takes around 7 minutes.
  • You will see 10 English Make-up words.
  • Please memorize the word within 0.5 seconds and write the word down once it has disappeared.
  • You have 10 seconds to write the answer and then you can take a 5 second rest before the new word appears.
instruction ii
InstructionII
  • You have an answer sheet in front of you.
  • You will write your answers on this sheet ONLY.
  • These questions might be a little difficult, but please do your best .
  • There is no penalty for guessing answers, so please write your answers as best you can.
  • The test is not graded so it will not affect your grade at all. Again, please do your best to answer.
  • Please have fun with this test.
instruction iii
Instruction III
  • Is everyone clear on what to do?
  • If you have a question, please raise your hand and ask your teacher.
slide15
Are you ready to try one trial question?
  • Each word is shown for ONLY 0.5 seconds
slide19
Now, Are you ready to try the real test (1 of the 10 questions)?
  • Each word is shown for ONLY 0.5 seconds
slide23
Are you ready for Q2?
  • Each word is shown for ONLY 0.5 seconds
slide27
Are you ready for Q3?
  • Each word is shown for ONLY 0.5 seconds
slide31
Are you ready for Q4?
  • Each word is shown for ONLY 0.5 seconds
slide35
Are you ready for Q5?
  • Each word is shown for ONLY 0.5 seconds
slide39
Are you ready for Q6?
  • Each word is shown for ONLY 0.5 seconds
slide43
Are you ready for Q7?
  • Each word is shown for ONLY 0.5 seconds
slide47
Are you ready for Q8?
  • Each word is shown for ONLY 0.5 seconds
slide51
Are you ready for Q9?
  • Each word is shown for ONLY 0.5 seconds
slide55
Are you ready for Q10?
  • Each word is shown for ONLY 0.5 seconds
slide58

Thank you for your cooperation!

You can take a 1 minute rest

before the next session begins.

the second task 10 min page 3
The second task (10 min) Page 3

The Japanese Learning Application

Takashi Furuhata

University of Washington

instruction i1
Instruction I
  • Please turn to PAGE3
  • This session takes around 10 minutes.
  • You will see 10 pictures and their Japanese names.
  • You need to try to memorize ONLY the Japanese names.
  • You have 20 seconds to learn each Japanese word.
instruction ii1
Instruction II
  • The picture and its name will disappear after 20 seconds and the picture and name will not be repeated.
  • You can use PAGE 3 ONLY in any way to try to memorize the Japanese words.
  • In this test, you can write on the paper while looking at the Japanese words to learn.
  • During the learning session, you will see a display like this:
slide63

This is a picture

  • This is an English name of the picture
  • This is the Japanese name
  • You need to memorize ONLY the JAPANESE NAME.
  • You DO NOT need to memorize the English name and the Picture.

Dolphin

いるか

instruction iii1
Instruction III
  • After you attempt to memorize the 10 Japanese vocabulary, you will have a test on how well you remember these materials.
  • During the the test session, after learning 10 Japanese words, you will have test questions in the paper like this:
slide65

Practice Question

  • -What is a dolphin called in Japanese?
  • たこ
  • b. くじら
  • c. いるか
  • d. さかな

What is the answer?

  • You need to choose one of these choices that you believe is correct.
instruction iv
Instruction IV
  • The test is multiple-choice so you need only to recognize the Japanese words.
  • The test is not graded, so it does not affect your grade at all. But, please do your best.
instruction v
Instruction V
  • Is everyone clear on what to do?
  • If you have a question, please raise your hand and ask your teacher.
the test will start
The test will start !!
  • Now, are you ready to learn vocabulary No.1?
slide69

Ship

ふね

slide72

Snake

へび

slide75

Frog

かえる

slide78

Car

くるま

slide81

Glasses

めがね

slide84

Mouse

ねずみ

slide87

Lion

らいおん

.

slide90

Swallow

つばめ

slide93

Rabbit

うさぎ

slide96

Crocodile

わ に

slide97
END
  • Thank you for your cooperation!
  • Please take a 1minutes rest before the last session begins.
the last task 10 min page 4 7
The last task (10 min) Page 4 - 7

The Japanese Word-Learning Test

Takashi Furuhata

University of Washington

instruction i2
Instruction I
  • Please turn to PAGE 4
  • Read the instruction carefully.
instruction ii2
Instruction II
  • 1. This test covers what you learned from the last session. You have 7 minutes to answer 10 questions.
  • 2. Look at the picture on the left and the question on the right. Choose your answer from the choices given and circle your answer. You may circle only one answer for each question.
  • 3. You may NOT look at the paper you used during the learning session at any time.
instruction iii2
Instruction III
  • 4. Even if you cannot remember some answers, please try your best to answer each question. There is no penalty for guessing.
  • 5. The test is not graded, so it will not affect your grade. Again, please do your best to answer the questions.
  • 6. If you finish this test before 7 minutes. Please be quiet and wait until the 7 minutes are up.
instruction iv1
Instruction IV
  • Please try this Practice Question first.
  • If you have trouble answering this question, please raise your hand and ask your teacher. (35 seconds)
instruction v1
Instruction V
  • Is everyone clear on what to do?
  • If you have a question, please raise your hand and ask your teacher.
start
Start!!
  • Please turn to PAGE 5 and work through to PAGE 7.
  • You can return the previous pages and answers at anytime.
  • You have 7 min to finish this test.
slide108
END
  • Thank you for your cooperation!
  • This is really the END!!
  • Do you want to check your answers?
tests answers
Phonological Test Answer

Q1. monder

Q2. galdon

Q3. travern

Q4. luvdict

Q5. menghast

Q6. rendolize

Q7. pastualty

Q8. bicessary

Q9. deragonate

Q10. religerent

Japanese Leaning test answers

Q1. c(ふね)

Q2. a(へび)

Q3. c (かえる)

Q4. c (くるま)

Q5. d (めがね)

Q6. a (ねずみ)

Q7. c (らいおん)

Q8. d (つばめ)

Q9. b (うさぎ)

Q10. a (わに)

TESTS ANSWERS
7 results
7. Results
  • the performance score distribution of the delayed native language pseudo-word copying task test (M = 7.2) and the Japanese foreign language vocabulary-learning test (M = 5.2) was not significantly correlated (r = .004, df = 18).
8 discussion
8. Discussion
  • Children’s phonological ability with English as a native language and Japanese non-alphabetical learning DID NOT have significant relationship in this experiment.
  • This results DID NOT support the theory that there might be a significantly high correlation between children’s phonological ability and foreign language learning.
8 discussion ii what might affect the results
8. Discussion II (What might affect the results?)
  • 1. Scores were packed in one place
  • 2. Item bias
  • 3. Sample size
8 2 observation
8-2 Observation
  • 1. It seems like that most of children concentrated on the tasks and did the best work they could.
  • 2. Most of children could copy each complete readable Japanese word in the paper within the limited time (20 sec)
9 limitations and theoretical issues
9. Limitations and theoretical issues.
  • Just data relations, No causal relationship (Baddely, A. D. (1998).

This is just merely established a link by correlation studies

10 future possibilities and conclusion
10. Future Possibilities and Conclusion
  • Possibility (1)
    • Phonological and language ability tests may be used as one of pre-assessment tests to classify children more appropriate class levels rather than age classification.
  • Possibility (2)
    • Phonological ability training programs may improve children’s language learning skills.
acknowledgement
Acknowledgement
  • The Whitworth Elementary School
    • Mrs. Terri Onderisin
    • Mr. Eric Tiegel