1. WINTER Template Color Coding vs. Abbreviations to Teach Word Order 01 KMUTT Punjaporn Pojanapunya Wilaksana Srimavin King Mongkut’s University of Technology Thonburi http://arts.kmutt.ac.th/crs/workshop.htm

2. 02 ‘Many university modern language teachers bemoan the ‘fact’ that their students do not have any metalanguage’. … If students simply need metalinguistic knowledge in order to understand language classes because such metalanguage is in common use, one possible options is to change the way one teaches, and avoid using metalanguage. Such suggestions are, however, frequently met with blank looks, and after some reflection, the assertion that students need to learn metalanguage anyway, since many will go on to become teachers. The assumption that teachers need to have metalanguage goes unchallenged.’ Alderson, J.C. (1997) Is metalanguage needed?

3. 03 Assumptions: Is metalanguage needed? YesNo Teach metalanguage (parts of speech) Is metalanguage needed?

4. 04 Are metalingual terms needed? “Writers tend to avoid using it a great deal when writing for low proficiency learners but the provision of glossaries of terms in most Pedagogic Grammar books bears testimony to a widely held view that some learner acquaintance with key terms is worthwhile.” Fortune, A. (2005)

5. 05 Are metalingual terms needed? YesNo (Abbreviations)(Colors) Are metalingual terms needed?

6. 06 To study the effectiveness of using color codes and abbreviations on word ordering in sentences Purpose

7. 07 Methods Subjects 61 undergraduates at (KMUTT) Course: Fundamental English III (LNG103) Faculty: Sciences English proficiency: Average 2 groups: Abbreviations (ABB)31 subjects Color codes(COL)20 subjects

8. 08 Instruments and Procedures Step 1: Pre-test: Receptive and Productive skills (Subjects’ use of Language) Step 2: Tasks 1 - 3 Step 3: Quiz 1: Receptive and Productive skills (Subjects’ use of Metalanguage: POS) Step 4: Tasks 4 - 6 Step 5: Quiz 2 Step 6: Tasks 7 – 9 Step 7: Quiz 3 Step 8: Post-test

9. WINTER Template 09 Receptive skills โรงแรมเก่าที่อยู่ตรงสุดถนนกำลังจะ ถูกทำลายเพื่อสร้าง ตลาดใหม่ The / street / in order to / is going to be destroyed / the / new / of / the / old / at / hotel / build / a / end / supermarket /. / Test: Receptive and Productive skills

10. WINTER Template 10 Productive skills ที่นั่นมีร้านอาหารมากมาย เช่น มี ร้านอาหารไทย ร้านอาหารจีน และร้านอาหารญี่ปุ่น Test: Receptive and Productive skills

11. 11 โรงแรมเก่าที่อยู่ตรงสุดถนน กำลังจะถูกทำลายเพื่อสร้าง ตลาดใหม่ The old hotel at the end of the street is going to be destroyed in order to build a new supermarket. Task (Teach metalanguage )

12. 12 Receptive skills โรงแรมเก่าที่อยู่ตรงสุดถนนกำลังจะ ถูกทำลายเพื่อสร้าง ตลาดใหม่ The / street / in order to / is going to be destroyed / the / new / of / the / old / at / hotel / build / a / end / supermarket /. / Quiz: Receptive and Productive skills

13. 13 Productive skills โรงแรมเก่าที่อยู่ตรงสุดถนนกำลังจะ ถูกทำลายเพื่อสร้าง ตลาดใหม่ The old hotel at the end of the street is going to be destroyed in order to build a new supermarket. Quiz: Receptive and Productive skills

14. 14 Data analysis (Test) Within groups Pre-test vs Post-test scores Between groups Abbreviations vs Colors group Post-test scores Pre-test scores Gained scores (Post minus Pre-test scores) Receptive skillsProductive skills ABB PREPOSTPREPOST COL

15. 15 Results (Test) Receptive skillsProductive skills PREPOSTPREPOST ABB 8.72 (0.76) 9.22 (0.54) 8.09 (0.81) 8.22 (0.80) COL 7.58 (1.34) 7.85 (1.03) 7.47 (1.14) 7.69 (0.73) Pre- and Post-test

16. 16 AbbreviationsColors Within groups - ABB: Difference between receptive tests : No difference between productive tests - COL: No difference between tests

17. 17 - ABB: Difference between receptive tests : No difference between productive tests Improvement in students’ receptive use of language No change in students’ productive use of language - COL: No difference between tests No change in students’ receptive & productive use of language

18. WINTER Template 18 Receptive skills Productive skills Between groups - Differences between 2 groups of students Students are not equal

19. 19 Gained scores - No difference between 2 groups of subjects

20. 20 Receptive skills Productive skills ABB8.368.398.47 COL8.218.058.09 ABB9.838.949.42 COL9.377.748.45 Results (Quiz)

21. 21 Results AbbreviationsColors - No differences between quizzes No change in subjects’ metalingual ability

22. 22 Quiz: levels of difficulty - No. of words/ sentences - No. of main clauses - No. of posessives - No. of parts of speech in each qu iz

23. 23 Quiz 1Quiz 2Quiz 3 Words 151417182328151923 Clauses 223333233 Possessives 000011000 POS 000011011 Levels of difficulty: Quiz 2 > Quiz 3 > Quiz 1

24. 24 AbbreviationsColors

25. 25 Conclusion Use of color coding Use of abbreviations Use of metalanguage No change Receptive use of language No changeImprovement Productive use of language No change

26. 26 Discussion Problems in research methodology The relationship between metalanguage and language learning

27. 27 Problems in research methodology - Timing - Subject selection

28. 28 Timing “…massed practice can be more effective than distributed practice in classroom learning, especially in the case of second/ foreign languages.” Serrano, R. and Munoz C. (2007: 319)

29. WINTER Template 29 Subject selection - Hoped for equal groups - Differences in language proficiency - Can be controlled through statistics (gained scores) - Differences in motivation and attentiveness

30. 30 The relationship between metalanguage and language learning “The relationship between metalinguistic knowledge and language proficiency is weak. Metalinguistic knowledge and language proficiency appear to constitute two separate factors of linguistic ability” Alderson et al. (1997: 118)

31. 31 Does metalanguage help with language performance? - No changes in use of metalanguage - Nearly no changes in use of language No relationship identifiable Should metalanguage be taught through abbreviations (terminology) or color coding? - No changes for color coding - Small change for abbreviations Grammatical terminology may be preferable Students’ familiarity with terms

32. 32 Contact Punjaporn Pojanapunya punjaporn.poj@kmutt.ac.th Wilaksana Srimavin Wilaksana.sri@kmutt.ac.th http://arts.kmutt.ac.th/crs/workshop.htm