Teaching Beliefs
nadoshah
LandSCh5ClassroomObservationSchemesExplainations1.pptxObserving Learning and Teaching in the Second Language Classroom
Observation Schemes Explanations (pp.129-139)
L & S CHAPTER 5
Classroom comparisons
Teacher–student interactions
Classroom A: Structure-based approach
Classroom B: Communicative approach
Student–student interactions
Communication task A: Picture description
Communication task B: Jigsaw
Directions for Reading
Please read the teacher-student/student-student interactions and scenarios in four types of classrooms scripts (pp.129-139 ) in your textbook, and reflect on your own regarding how you can make classroom comparisons in terms of errors, feedback on errors, genuine questions, display questions, negotiating for meaning, metalinguistic comments (see the provided observation scheme form in p.130)
Then take a look about the rest of PPT slides to check your answer
Types of Classrooms
Classroom A
Errors: Very few on the part of the teacher (for example, 'You don't know what it is?'). Students don't make too many errors because they say very little and what they say is usually limited by the lesson.
Feedback on errors: Yes, whenever students do make errors, the teacher reacts.
Genuine questions: Yes, a few, but they are almost always related to classroom management. No questions from the students.
Display questions:Yes,almost all of the teacher's questions are of this type.(T: What are you doing, Paul? S: Nothing.). The teacher wants students to produce a sentence-any sentence-in the 'present continuous' but the student worries that he's about to get in trouble and asserts that he is doing 'nothing'.
Negotiation for meaning: Very little, learners have no need to paraphrase or request clarifications, the teacher is focused only on the formal aspects of the learners' language.
Metalinguistic comments: Yes, this is how the teacher begins the lesson and lets the students know what really matters!
Types of Classrooms
Classroom B
Errors: Yes, students make errors. And even the teacher uses simplified ways of speaking, and an informal speech style.
Feedback on errors: Yes, sometimes the teacher repeats what the student has said
Genuine questions:Yes,almost all of the teacher's questions are focused on getting information from the students.
Display questions: No, because there is a focus on meaning rather than on accuracy in grammatical form.
Negotiation for meaning: Yes, from the teacher's side.
Metalinguistic comments: No. Even though the teacher clearly hopes to get students to use the third person ending, she does not say so in these words.
Characteristics of input and interactions STUDENT-STUDENT INTERACTION CLASSROOMS
Communication Task A
Errors: There are many errors in the speech of both learners. These errors are present in several breakdowns in the learners' conversation.
Feedback on errors: There is no error correction in terms of form as the learners struggle to understand each other's meaning. The difficulty they are having in communication may serve as a kind of implicit feedback.
Genuine questions: Yes, there are many genuine questions.
Display questions: No, there are no display questions because they are engaged in a real communication-gap exchange. S2 cannot see the picture that S1 is describing.
Negotiation for meaning: Yes, indeed! Both learners are trying hard to understand each other. This involves many comprehension questions and clarification requests.
Communication Task B
Errors: Both learners make several grammatical errors.
Feedback on errors: There is no actual error correction provided. Neither learner is really sure what the correct form is.
Genuine questions: The content is language form, but the students are genuinely sharing information about how to complete the task.
Display questions: The students are actively collaborating to reconstruct the story and are asking genuine questions of each other.
Negotiation for meaning: After students have agreed on the content of the story, more negotiation is present.
Metalinguistic comments: Students are not using words such as 'verb' or 'pronoun', the students are talking about language as they focus on trying to find the right form.
