Identifier: TDX:1672
Authors: Scott-Tennent Basallote, Cristóbal
Abstract:
This 'Action research' was carried out with 2 main aims in mind:1. To design, within the framework of the (then) new Catalan/Spanish comprehensive secondary education, a ('Content-Based') process model for developing, through the study of non-linguistic content (expressed in the foreign language), the capacity to use the corresponding foreign language (FL).By interactively processing the corresponding information (expressed in the FL) the learner builds up a mental schema of the target content (consisting of a structured set of interrelated concepts, cognitive skills and procedures, together with its corresponding specific language). Thus, the student's use of the FL is not only communicative, but cognitive as well: s/he applies subsidiary cognitive and academic skills and abilities which will be transferable to the rest of the curriculum (e.g. conceptual thinking -crucial to the adolescent's development-, information processing, the linguistic processes of informing, generalizing and evaluating, etc.). This type of model had previously only been applied in Second Language (SL) contexts (and in quite a different way).2. To obtain empirical evidence, by means of a pilot study and subsequent full-scale study (both using 30-hour teaching units created by the researcher), regarding the experimental model's potential to generate satisfactory and/or beneficial processes in the classroom. The researcher was helped to design the study by experts in educational research, as well as by Mr. Tom Hutchinson (Lancaster University, UK)The process of designing the experimental (Content-Based) FLT model required, in the first place, informed decisions as to the following key points:1. Students' minimum prerequisite competence in the FL.2. Which type of contents would be most suitable.3. The exact nature of the processes involved (participants, procedures, materials, etc.).4. Optimal procedures for assessment of student performance.This involved a state-of-the-art review in the fields of second language acquisition and psycholinguistics, as well as readings (and consultations with experts) in the fields of psychology and education.The pilot study showed that the experimental model could indeed generate a satisfactory learning experience for all concerned, and it was additionally observed that the learners were provided with more and better opportunities to experiment with the FL, apparently without reducing the linguistic accuracy of their output. The data gathered allowed methodological improvements to be made for a subsequent full blown study, as well as optimisation of data gathering for said study, with the aim of (a) verifying some tentative insights gained from the pilot study data, and also of (b) discovering what specific, concrete benefits the model could offer participants (i.e., exactly what had made the pilot teaching unit a success).The evidence obtained in these two empirical studies (above all in the second one), working with average students in a fairly representative state secondary school (according to the contextual data obtained), shows that the experimental model did actually deliver the benefits previously claimed for it, and was also stimulating for the teacher without overworking him. Finally, also in the light of the data obtained, further methodological improvements are suggested, as well as proposing and justifying specific options for the implementation of the model within the corresponding educational context.Bearing in mind how little was previously known (and even less so empirically) about the nature and effects of Content-Based teaching, and particularly with FL rather than SL, designing the experimental method, producing two teaching units (explaining the rationale underpinning said production), and applying them in the classroom, together with the extensive documentation and analysis of the resulting experience, made up an undoubtedly innovative and useful research process.
Repositori URV