2006 Design, Learning and Collaboration
Independent Research:
Language Learning
Johnathan Lansing
Gary Knoll
Laoleng Xiong
Keisuke Nishimoto
Agenda
• Introduction
• Four perspectives of learning:
– Informal and formal learning
– “Learning about” and “learning to be”
– Exploration of different aspects of learning
– Tools for learning vs tools for living
• Conclusion
• Questions
Introduction
• Our focus is on second language learning of adults
and children
• We studied the topic from four perspectives:
– Informal and formal learning (Leng)
– “Learning about” and “learning to be” (Kei)
– Exploration of different aspects of learning (John)
– Tools for learning vs tools for living (Gary)
• These four perspectives are mutually related, and we
will show these relationships in terms of “motivation
factor.”
Agenda
• Introduction
• Four perspectives of learning:
– Informal and Formal learning
– “Learning about” and “learning to be”
– Exploration of different aspects of learning
– Tools for learning vs tools for living
• Conclusion
• Questions
Informal vs. Formal Learning
• Formal Learning
– Happens in a classroom, same Teacher/Students.
– Long periods of study.
– Strict pre-approved curriculum.
• Informal Learning
– Happens in open environments.
– Short periods of study.
– Loosely guided learning.
Examples of Learning
• Formal Learning
– Classroom learning, with structure and guidance.
– Has a certified/educated Instructor/Teacher.
• Informal Learning
– On the job training or work-related.
Motivational Factors
• Learning factors for children.
– Formal classroom is mainly extrinsic.
– Informal learning is mainly intrinsic.
– Combination of both types.
• Learning factors for adults.
– Less formal and more informal.
– Learning more driven by intrinsic motivation.
– More clear distinction based on context.
Successful Learning
• Best approach seems to be a combination of
both Formal and Informal learning.
• Neither one is better than the other, but best
together.
• Adult learning lacks a Formal context.
• Represents language learning.
Successful Language Learning
• Combination of both written and spoken.
• Needs formal education to learn correctly:
– Grammar
– Sentence Structure
– Spelling
• Needs informal interaction to improve:
– Pronunciation
– Diction
– Complete understanding
Agenda
• Introduction
• Four perspectives of learning:
– Informal and formal learning
– “Learning about” and “learning to be”
– Exploration of different aspects of learning
– Tools for learning vs tools for living
• Conclusion
• Questions
About “Learning about” and “Learning to be”
• “Learning about”
– students learn as an outsider, mainly focusing on acquiring
knowledge about a subject, e.g. typical classroom lecture
with textbook where students remain passive
• “Learning to be”
– students learn as a practitioner, by actually performing a
subject, e.g. learning physics by performing an experiment
• They are not binary choices, rather two edges of
spectrum
• In this research, we focused on language learning in
study abroad context, with interviews with Japanese
students studying English here.
Findings from Interview
• While they were in Japan, nobody had opportunity to
use English outside classroom.
• Everyone tried to seek for opportunity to use English
in US, even though they attended classes there.
– One interviewee moved out twice to increase the level of
immersion
– Another interviewee quit his school and turned to a private
lesson
• Everyone thought they should have studied more,
especially grammar and vocabulary, before coming to
US
“Learning about” in Language Learning
• Classroom lectures with textbook, mainly focusing on
reading, writing and grammar
• Not very motivating to students if they don‟t see how
the knowledge learned can be used in life
• Thus, in general main motivating factor is extrinsic,
such as passing exam, marking higher test score etc.
• Still, “learning about” gives a necessary basis to start
“learning to be”
“Learning to be” in Language Learning
• “learning to be” is tough.
– Gap between the level of English skills that students have
and those required to get involved in social activities
– Prone to „breakdown‟
– Should be driven by strong intrinsic motivation
• Classroom settings can be “Learning to be” e.g.
teaching topics in English
• Good scaffolding is necessary to support immersion
into local life
• Some skills, especially grammar and sometimes
vocabulary, may better be acquired by “learning
about”
Agenda
• Introduction
• Four perspectives of learning:
– Informal and formal learning
– “Learning about” and “learning to be”
– Exploration of different aspects of learning
– Tools for learning vs tools for living
• Conclusion
• Questions
Motivation‟s Role in Learning
• Two types of motivation
– Extrinsic, driven by extrinsic and material rewards
– Intrinsic, driven by internal factors and intrinsic
rewards
• Motivation is the largest force behind actually
learning something
Song and Play in Language Learning
• Study to see how physical activities (games
and songs) affected language learning in
children
– Concluded that it had a positive impact
– Seemed to create some kind of internal motivation
– Can this method be applied to adults?
Alpine
• Higher education project to change the ways
universities teach languages
• Discovered that most adults learn languages for
purely intrinsic reasons
– However parents want their kids to learn foreign languages
for extrinsic reasons
• High education should change perception of students
to coincide with this
Children vs. Adults
• If motivation is high…
• And adults use memory exercises…
• And adults use pronunciation exercises…
• There‟s no reason why adults can‟t learn a
language as easily as children (according to
Alpine studies)
The Big Problem
• The right type of motivation is often not present in
adults
• “Social” motivation is determined to be the best type
of motivation for language learning
• Should create educational frameworks that
encourage this type of motivation, and provide
opportunities for adults to practice memory and
pronunciation
Agenda
• Introduction
• Four perspectives of learning:
– Informal and formal learning
– “Learning about” and “learning to be”
– Exploration of different aspects of learning
– Tools for learning vs tools for living
• Conclusion
• Questions
Tools For Learning
• Provide a level of scaffolding fading
– “enable the learner to do more than he or she
would alone” – Roy D. Pea
• Example: toddler walking toy
• After fading the tool is no longer used by
person.
– This leaves the tool very static in its role and
functionality
Tool for Living
• Based on Distributed Intelligence
• Allow people to engage in activities they
would otherwise not participate in
• Dependency Issues?
– The benefits of the tools usually outweigh the
dependency cost.
• Extreme Case: wheel chairs for the elderly, seeing eye
dogs for the blind
Language Tools for Learning
• Many software packages available
• Previous problems with software
– recognition performance, pronunciation
recognition
• Improvements in intonation and stress have
improved these areas as well as syntactic
and semantic intelligibility
Language Tools for Living
• German Project Verbmobil ~$165M Project
• Bidirectional spontaneous language
translation English, German, and Japanese.
• 2,500+ word vocabulary focused on business
travel
• Play Video!
Summary
• Tools for living and tools for learning each
have their domain
• Personal Ideas
– The reliability of computer technologies reduces
many dependency issues
– The development of tools for living should not be
viewed as a crutch but as an aid in making life
easier or more effective.
Agenda
• Introduction
• Four perspectives of learning:
– Informal and formal learning
– “Learning about” and “learning to be”
– Exploration of different aspects of learning
– Tools for learning vs tools for living
• Conclusion
• Questions
Motivation Patterns
Intrinsic Motivation Extrinsic Motivation
Formal learning
Learning about
Tools for living
Informal learning
Learning to be
Tools for learning
Social Motivation: Mixture of two types of motivation
Conclusion
• A person with social motivation would
be more successful in learning a foreign
language, because he/she can benefit
from both types of learning
(formal/informal, about/to be)
Questions?