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Four Strands to Language Learning

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Four Strands to Language Learning International Journal of Innovation in English Language Teaching… ISSN: 2156-5716 Volume 1, Number 2 © 2012 Nova Science Publishers, Inc. APPLYING THE FOUR STRANDS TO LANGUAGE LEARNING Paul Nation1 and Azusa Yamamoto2 Victoria University of Wellington, New Zealand1 and Temple University Japan2 ABSTRACT The principle of the four strands says that a well balanced language course should have four equal strands of meaning focused input, meaning focused output, language focused learning, and fluency development. By applying this principle, it is possible to answer questions like How can I teach vocabulary? What should a well balanced listening course contain? How much extensive reading should we do? Is it worthwhile doing grammar translation? and How can I find out if I have a well balanced conversation course? The article describes the rationale behind such answers. The four strands principle is primarily a way of providing a balance of learning opportunities, and the article shows how this can be done in self regulated foreign language learning without a teacher. Keywords: Fluency learning, four strands, language focused learning, meaning focused input, meaning focused output. INTRODUCTION The principle of the four strands (Nation, 2007) states that a well balanced language course should consist of four equal strands – meaning focused input, meaning focused output, language focused learning, and fluency development. Each strand should receive a roughly equal amount of time in a course. The meaning focused input strand involves learning through listening and reading. This is largely incidental learning because the learners’ attention should be focused on comprehending what is being read or listened to. The meaning focused output strand involves learning through speaking and writing and in common with the meaning focused input strand involves largely incidental learning. The language focused learning strand involves deliberate attention to language features, including spelling, pronunciation, vocabulary, multiword units, grammar, and discourse. In second language acquisition research, the strand is often referred to as form focused instruction, but this terminology is a little misleading as it not only focuses E-mail: [email protected] 168 Paul Nation and Azusa Yamamoto on form but also on meaning and use, and it need not be instruction but may be learning initiated by language learners. The fourth strand of a well balanced course is a fluency development strand, which aims at helping the learners make the best use of what is already known. The definition of fluency used in the fluency development strand simply relates to being able to receive and produce language at a reasonable rate. Like the meaning focused input and meaning focused output strands of a course, the fluency development strand is also strongly message focused. Thus, the four strands consist of three message focused or communicative strands, and one language focused strand. Nation (2007) presents some of the evidence supporting the idea of the strands. Nation and Newton (2009) and Nation (2009) show how the strands can be applied to the four skills of listening, speaking, reading, and writing. Perhaps, the major principle supporting the idea of the four strands is the time-on-task principle. The time-on-task principle says that the more time you spend doing something, the better you will be at doing it. So, if you wish to learn to write, you should do lots of writing. If you wish to read well, you should do lots of reading. The time-on-task principle is a somewhat crude quantity based principle, but there is plenty of evidence that it works. The three message focused strands put this principle into practice. The purpose of the present article is to show how the principle of the four strands can be applied. The effect of applying this principle is to show that it makes more sense to have a range of ways of helping the learning of certain language features and skills than to rely on only one way. Let us look briefly at the learning of collocations to illustrate this point. “How should collocations be taught?” This is not a good question because it assumes that teaching is the only way to deal with collocations. A better version of the question would be “How should collocations be learnt?” If we apply the four strands principle to the learning of collocations, we need to answer the following questions. 1. How can collocations be learned through meaning focused input? 2. How can collocations be learned through meaning focused output? 3. What language focused learning activities are most suitable for the learning of collocations? 4. How can fluency development help the learning of collocations? There is research evidence (Kurnia, 2003) that collocations can be picked up incidentally through reading. We should, thus, expect that the extensive reading course and the opportunities for reading and listening in the classroom will make a contribution to the learning of collocations. Similarly, we can expect that speaking and writing activities will contribute to the productive learning of collocations. It may be that one of the greatest contributions to the learning of collocations will come through the fluency development strand of a course. This is because when fluency develops, the size of the language unit that learners work with changes. Thus, when learners become more fluent at reading, they move from reading at the word level to making use of phrasal knowledge while reading. The fluency development strand of a course needs to focus separately on fluency in listening, fluency in speaking, fluency in reading, and fluency in writing. Thus, the fluency development strand of a course can develop both receptive and productive knowledge of collocations. Because fluency development involves dealing with large quantities of material, this can help to provide the amount of repetition needed to support such learning. Applying the Four Strands to Language Learning 169 The deliberate learning of collocations should not make up more than one quarter of the time assigned to the learning of collocations. There are numerous activities that have been suggested for learning collocations (Brown, 1974; Lewis, 2000), and there is also the possibility of using word cards (Steinel, Hulstijn, and Steinel, 2007) for such learning. Because there are many possibilities, it is important to critically assess the effectiveness of these different deliberate activities so that the most effective ones are used. When comparing learning activities, it is much more important to compare the effectiveness of activities within a strand than to compare activities between strands. Activities within a strand compete with each other for time in a course. Comparing a meaning focused input activity with a language focused learning activity may have some usefulness for comparing quantities of learning, but generally trying to see whether a meaning focused input activity, for example, works better than a particular language focused learning activity is not a very useful comparison because both meaning focused input activities and language focused learning activities are necessary within a well balanced program. APPLYING FOUR STRANDS The four strands principle can be a useful basis for answering questions, including: 1. How can I teach vocabulary? (We could replace vocabulary in that question with pronunciation, grammar, listening, speaking, reading, or writing). The question is better phrased as “How can I help the learning of vocabulary?” 2. What should a well balanced listening course contain? (We could replace listening in that question with speaking, reading, writing, extensive reading, vocabulary, grammar, pronunciation, or spelling) 3. How much extensive reading should we do? (We could replace extensive reading in that question with grammar teaching, spelling practice, work on vocabulary strategies, for example) 4. Is it worthwhile doing grammar translation? (We could replace grammar translation in that question with reading aloud, rote learning of vocabulary, or dictogloss, for example) 5. How can I find out if I have a well balanced conversation course? When we looked at collocation earlier in this article, we answered the question which is similar to number 1 in the above list. In general, the way to answer such a question is to look at the role of each of the four strands in the learning of that particular aspect of language or language use. Let us now look at the other four questions to see how the principle of the four strands can guide the answers to such questions. After looking at these questions, we will look at how the principle of the four strands can guide an individual learner learning a language without a teacher. What Should a Well Balanced Listening Course Contain? When answering such a question, we need to consider what other opportunities for language learning the learners have. Typically, a listening course is part of a program that 170 Paul Nation and Azusa Yamamoto provides opportunities for practicing the other skills as well as providing opportunities for the deliberate learning of language items. Clearly, the meaning focused input strand is going to be very important in a listening course and should probably make up at least 50% of the time given to the listening course because listening involves meaning focused input. However, we also need to consider what role reading input might play in a listening course. This reading input could be part of the listening course, for example, reading while listening and reading summaries of material before listening to it. The reading input, however, could also be outside the listening course and could be a result of relating the listening activities to work that is going on in the reading course or in other parts of the language program. Listening fluency development should make up about one quarter of the listening course time, and could involve easy extensive listening, speeded listening using a digital tape recorder, or listening to very familiar material.
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