Flipping Out in Japan: Engineering the Academic English Classroom for Innovation
Flipping Out in Japan: Engineering the Academic English Classroom for Innovation
复制标题
在日本大放异彩：学术英语课堂的创新设计
DOI：
10.1007/978-3-319-67459-9_40
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Damon Michael Chandler
中科院分区：
文献类型：
--
作者：
Valerie Wilkinson; Damon Michael Chandler
受Simon Sinek的TED演讲《How Great Leaders Emerge Action》（2009年）和Carol Dweck的Minnesota（2006年）的启发，乔治Couros的书《The Innovator's Minnesota》（2015年）构建了"翻转课堂"的概念。库罗斯的想法引起了一位美国工程师的共鸣，他与一位经验丰富的语言教师合作。常规课程，学术英语，要求所有三年级电气/电子工程学生提出了创造性即兴的背景。我们正在"翻转"教室。标准学术英语很简单。对不对？真正的情况是，这根本不是一个简单的问题。太多的词汇太长的时间是愚蠢和催眠。每周一次90分钟的课程也不是最好的设置。问题是如何向大量的日本"假初学者"教授大量的技术词汇，这些人从12岁起就开始学习英语，但他们显然不希望说英语，也不希望被认为理解英语口语。这种情况导致了实验性的"翻转"课堂，即家庭作业在课外完成，而课堂时间则用于团队的实验室/研讨会活动。研究者的角色是教授和语言主持人（主要研究者）。本研究采用了一种新的词汇学习策略--"翻转课堂"，结合了Middle-Up-Down 2管理模式和SECI3动态知识创造模式。通过为期15周的强化课程，学生将沉浸在国际风格的会议环境中，他们必须定期参加各种技术主题的迷你海报演示。我们的研究表明，词汇学习策略（VLS4）的主题集中在评估现有技术的有效性，而不是创造新的技术。此外，以前的VLS研究主要针对单词回忆，而不是上下文掌握。在这项研究中，我们特别问，如果使用电子VLS组成的迷你海报会议和集中在一套核心的工程词汇可以有显着的影响英语听力和口语技能。
Inspired by Simon Sinek’s TED Talk, “How Great Leaders Inspire Action” (2009) and Carol Dweck’s Mindset (2006), George Couros’s book, The Innovator’s Mindset (2015) builds idea of a “flipped classroom”. Couros’s thinking resonated with an American engineer, partnering with a seasoned language teacher. The routine class, Academic English, required for all third year Electrical/Electronic Engineering students presents a context for creative improvisation. We are “flipping” the classroom. Standard Academic English is simple. Right? The true case is that is not a simple matter at all. Too much vocabulary for too long a time period is stultifying and hypnotic. A 90-minute class once each week is not the best setting, either. The problem is how to teach a substantial amount of technical vocabulary to a large number of Japanese “false beginners,” who have studied English since age twelve, yet who evidently do not wish to speak or be seen to understand spoken English. This situation led to the experimental “flipped” classroom, in which homework is done outside of the class while class time is devoted to laboratory/workshop activities in teams. The investigator roles are Professor and Language Facilitator (Principle Investigator). In this work, we set up the experiment of a new vocabulary learning strategy (VLS), “flipped classroom” combined with Middle-Up-Down2 management style and the SECI3 model of dynamic knowledge creation. Via an intensive 15-week course, students are being immersed in an international-style conference setting, where they must regularly participate in mini-poster presentations on various technical topics. Our research shows that the topic of vocabulary learning strategies (VLSs4) focused on evaluating the efficacies of existing techniques rather than creating new techniques. Furthermore, previous VLS studies largely aimed at word recall rather than on context mastery. In this study, we specifically ask if the use of e-VLS comprised of mini-poster sessions and centered on a core set of engineering vocabulary can have a significant impact on English listening and speaking skills.