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1 Form-Focused Audio Portfolios for L2 Korean in Elementary Level Angela Lee-Smith (Yale University) 17 TH AATK Annual Conference and Workshop, 2012 Stanford University

2 Form-Focused Audio Portfolios for L2 Korean in Elementary Level 1 st year college Korean (non-heritage): 150 hours (75 hours/semester) Speaking portfolio Integrated (meaningful language use for communication; contextualized) form-focused instruction

3 Clarification: Form-Focused Instruction (FFI) The term form : includes phonological, lexical, grammatical, and pragmalinguistic aspects of language. (Ellis (2001:2) ->pronunciation included Form-focused instruction does NOT always mean decontextualzed/isolated grammar instruction.

4 Rationale Learners in communicative-based instruction still needs to learn forms of the target language to develop their accuracy and fluency. Integrated FFI helps learners develop fluency and automaticity needed for communication outside the classroom. Form-focused instruction must be integrated into communicative activities. Portfolio: the contents serve as progress indicators toward the goals.

5 Instructional Checklist Backwards; Goal-oriented; Standards-based curriculum design Identify goals Plan assignments Review outcomes What should students know, understand, and be able to do? Have students achieved the goals and met the standards?

6 Incorporation into the curriculum Grading components % 4 Lesson tests 30 Vocabulary quizzes 10 Homework 10 Oral Presentations (Weekly Audio Portfolio 5%) 15 Cultural Presentation 5 Attendance and Participation 10 Final exam (Speaking 5% + Written 15%) 20 Total 100 %

7 Procedure One or two self-recording assignments each lesson Students upload their audio recording Instructor reviews each student s audio file and provide feedback and corrections Students review the feedback and review their audio Students work on the corrections with instructor/ TA and re-tell the assigned topic during one-on-one session

8 Proficiency goals and focused forms 1 / N , 6,, ( ), / 8 -( ), - 9 ( ) 10 (decoding), ( ), -( / )

9 Proficiency goals and focused forms (cont d) 13 -, ( / ), -( ), -( ) 17 ( / ) -( / ), -( / ) 18 / -( )?, -( / ) 19 : -( ) -( ), -( / ) ( ) 22 / 23 -( / ), -( ) 24 ( ), - ) /

10 Feedback/Corrections Criteria: Grammar accuracy Vocabulary usage Pronunciation Overall fluency

11 Self-reflection For students Audio # ( ) I need help I can do with help I can do I can do with confidence Grammar Vocabulary Pronunciation Overall Speaking Notes

12 For instructors Self-reflection Audio # ( ) Below Standards Approaching Standards Meets Standards Exceeds Standards Grammar Vocabulary Pronunciation Overall Speaking Notes

13 Grading Formative/low-stakes assessments: Provide ongoing feedback and inform the teaching and learning progress. Closely monitor if individual students meet the lesson/course goals. Help students to identify their strengths and improve their weaknesses.

14 Practical Tips Discourage reading their writing/scripts Encourage students to enrich the contents of their audio performance File format: mp3 Consistent file naming Free software: Audacity

15 Pedagogical Benefits incorporates more oral communications work into the curriculum. helps teachers closely monitor individual student s progress. helps the teacher with individualized instruction for the student. Students can track and take control of their learning. Students know what are expected to meet the goals. Instructors can check what is taught and detect any weaknesses, needs, and status in individual learner s progress over time. Instructors can measure what learners CAN DO in the target lesson.

16 Pedagogical Benefits (cont d) helps students building fluency with accuracy is very accessible. is an effective way for students to obtain immediate feedback on their performance. is applicable to other courses at any level. enables learners to reflect on their own learning and achievement. enhances learners motivation by providing something personal and tangible which they can build up and develop over the course. Students can hear their own performance. Students can find out how they actually speak and identify their own mistakes. Students feel at ease speaking.

17 Students Reflections on Audio Portfolio Have the audio assignments been helpful or not in your learning progress? If so, in what way? Any comments or suggestions concerning the audio portfolio assignments?

18 Students Reflections on Audio Portfolio help me with blending and pronunciation force me to practice speaking until I can say the whole thing smoothly. helpful in that I get to listen to what I sound like and correct it if possible. is a marker for how much I improve (or not). allow me to practice speaking naturally and fluidly. would like to have more audio assignments! is rewarding!

19 Sample Portfolios Beginning End ( ) A. K1 K2 K3 K4 K5 K6 K7 B. M1 M2 M3 M4 M5 M6 M7 C. E1 E2 E3 E4 E5 E6 E7

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<C1DF3320BCF6BEF7B0E8C8B9BCAD2E687770> 2012학년도 2학기 중등과정 3학년 국어 수업 계획서 담당교사 - 봄봄 현영미 / 시온 송명근 1. 학습 목적 말씀으로 천지를 창조하신 하나님이 당신의 형상대로 지음 받은 우리에게 언어를 주셨고, 그 말씀의 능 력이 우리의 언어생활에도 나타남을 깨닫고, 그 능력을 기억하여 표현하고 이해함으로 아름다운 언어생활 을 누릴 뿐만 아니라 언어문화 창조에 이바지함으로써