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Abstract
Introduction
variety of situations.
Effective classroom instruction strategies require more than an
the language they have just learned, yet, "language classes limit
Constructivism
The development of constructivism in education is attributed to
education, constructivism is often associated with the use science lesson plan of technology
able to predict the outcomes of the instruction based on the notion that
they control what students will learn by linking student responses from
own answers and produce their own concepts and interpretations (Marlowe
of cherry blossom viewing. Although students did not use the regular
textbooks, the new sentence structures and grammar in the textbook were
included in the hanami lesson. This theme was chosen simply because this
Japan.
The intermediate Japanese course met three times a week for fifty
flexible curriculum. Prior to the first day, students were divided into
They were encouraged to use any type of resource, such as the internet,
Day one: Each group reported their findings in class, along with
took turns. Then, the master vocabulary list was produced. The
facts before actual readings in the target language took place. Marlowe
construct new knowledge and awareness based upon current and past
never have heard of the word hanami. Without any prior knowledge,
initial reading.
structures from the lesson objectives. Students read in the group first,
then with the whole class. During group readings, the instructor advised
students to discuss the meaning of the story and to identify the new
students to point out the new sentence structures while they read out
loud. Afterwards, the instructor finally explained the new sentence
structures and vocabulary words. Each group then proceeded to read and
the new sentence structures and some of the new vocabulary. These
continue and complete them. Each group acted out one of the dialogues in
class.
instructor did not specify topics for the skits. The groups presented
their skits on day three. They produced creative and interesting skits
the third class meeting, students were given the worksheet with sample
sentences and exercises for practice writing. After the hanami lesson,
the students had to post their response to the question "What did
Questionnaire Summary
by reflecting on the Japanese lessons from the past two weeks (textbook
based lesson in week one; hanami lesson in week two). Fifteen students
answered that they noticed differences between the first week and the
second week. Two answered that they did not really notice difference.
the textbook."
* "Integration of the grammar lessons into a cultural
lesson."
group projects."
creativity."
studied."
Asked whether they would remember more from the first lesson, the
remember the contents of the hanami lesson more. Only one student
students chose the hanami lesson, but three chose both, and one student
answered, "I don't know." The students gave similar
more."
* "As for the skits, I enjoyed them because they were funny
hanami story that we didn't realize that we were learning some new
grammar in the process."
topic based is more fun, but the more drills is easier to study and
follow, though."
better with Japanese students (both on campus and those that I know who
are living in Japan). And, it gave me a little bit more insight into
office."
With a few exceptions, most students enjoyed the lesson with the
hanami story. Their reasons can be summarized as follows: (1) they
makes language learning more engaging and interesting; (3) applying the
Conclusion
Reference
class size, standards, and school safety to leadership and more. Lanham,
Publishers.
Lee, L. (1995). Learning stragegy instructions as a key to success
the constructivist classroom (2nd ed.). Thousand Oaks, CA: Corwin Press.
14(3-4), 219-232.
Multilingual Matters.
(1996). Standards for foreign language learning: Preparing for the 21st