Class Observation Charts - A'Villa

7/25/2019 Class Observation Charts - A'Villa

1/11

Appendix A Interaction analysis

TEACHER

TALK

INDIRECT

INFLUENCE

1 ACCEPTS FEELING: accepts and clariies t!e eelin" t#ne # t!e st$dents in a

n#n%t!reatenin" &anner' Feelin"s &a( )e p#siti*e #r ne"ati*e' Predictin" #r recallin"

eelin"s are incl$ded'

+ PRAISES ,R ENC,URAGES: praises #r enc#$ra"es st$dent acti#n #r )e!a*i#r'

-#.es t!at release tensi#n/ n#t at t!e e0pense # an#t!er indi*id$al/ n#ddin" !ead #r

sa(in"/ $& !&23 #r "# #n3 are incl$ded'

4 ACCEPTS ,R USES IDEAS ,F STUDENTS: clari(in"/ )$ildin" #r de*el#pin"

ideas s$""ested )( a st$dent' As a teac!er )rin"s re # !is #5n ideas int# pla(/ s!it

t# cate"#r( i*e'

6 ASKS 7UESTI,NS: as.in" a 8$esti#n a)#$t c#ntent #r pr#ced$re 5it! t!e intent

t!at a st$dent ans5ers'

DIRECT

INFLUENCE

9 LECTURING: "i*in" acts #r #pini#ns a)#$t c#ntent #r pr#ced$res e0pressin" !is#5n ideas/ as.in" r!et#rical 8$esti#ns'

GI;ING DIRECTI,NS: directi#ns/ c#&&ands/ #r #rders t# 5!ic! a st$dents is

e0pected t# c#&pl('

ING AUTH,RIT>: state&ents intended t# c!an"e

st$dents )e!a*i#r r#& n#n%accepta)le pattern? )a5lin" s#&e#ne #$t? statin" 5!( t!e

teac!er is d#in" 5!at !e is d#in"? e0tre&e sel%reerence'

@ STUDENT TALK%RESP,NSE: a st$dent &a.es predicta)le resp#nse t# teac!er'

Teac!er initiates t!e c#ntact #r s#licits st$dent state&ent and sets li&its t# 5!at t!est$dent sa(s'

STUDENT TALK%INITIATI,N: tal. )( st$dents 5!ic! t!e( initiate' Unpredicta)le

state&ents in resp#nse t# teac!er' S!it r#& @ t# as st$dent intr#d$ces #5n ideas'

1B SILENCE ,R C,NFUSI,N: pa$ses/ s!#rt peri#ds # silence/ and peri#ds #

c#n$si#n in 5!ic! c#&&$nicati#n cann#t )e $nderst##d )( t!e #)ser*er'


2/11

Appendix B Foreign Language

interaction analysis (FLint) system.

1' DEALS ITH FEELINGS: In a n#n%t!reatenin" 5a(/ acceptin"/ disc$ssin"/

reerrin" t#/ #r c#&&$nicatin" $nderstandin" # past/ present/ #r $t$res eelin"s #

st$dents'+' PRAISES ,R ENC,URAGES: Praisin"/ c#&pli&entin"/ tellin" st$dents 5!( 5!at

t!e( !a*e said #r d#ne is *al$ed' Enc#$ra"in" st$dents t# c#ntin$e/ tr(in" t# "i*e

t!e& c#nidence' C#nir&in" ans5ers are c#rrect'

+a' -,KES: Intenti#nal #.in"/ .iddin"/ &a.in" p$ns/ atte&ptin" t# )e !$r#$s/

pr#*idin" t!e #.e is n#t at an(#nes e0pense' Unintenti#nal !$r is n#t incl$ded

in t!is cate"#r('

4' USES IDEAS ,F STUDENTS: Clari(in"/ $sin"/ interpretin"/ s$&&ariin" t!e

ideas # st$dents' T!e ideas &$st rep!rased )( t!e teac!er )$t still rec#"nied as

)ein" st$dent c#ntri)$ti#ns'

4a' REPEATS STUDENT RESP,NSE ;ERATI: Repeatin" t!e e0act 5#rds #

st$dents ater t!e( participate'

6' ASKS 7UESTI,NS: As.in" 8$esti#ns t# 5!ic! an ans5er is anticipated'

R!et#rical 8$esti#ns are n#t incl$ded in t!is cate"#r('

9' GI;ES INF,RATI,N: Gi*in" in#r&ati#n/ acts/ #5n #pini#n #r ideas/

lect$rin"/ #r as.in" r!et#rical 8$esti#ns'

9a' C,RRECTS ITH,UT RE-ECTI,N: Tellin" st$dents 5!# !a*e &ade a &ista.e

t!e c#rrect resp#nse 5it!#$t $sin" 5#rds #r int#nati#ns 5!ic! c#&&$nicate

criticis&'

' GI;ES DIRECTI,N: Gi*in" directi#n/ re8$ests/ #r c#&&ands 5!ic! st$dents are

e0pected t# #ll#5'

a' DIRECTS PATTERN DRILLS: Gi*in" state&ents 5!ic! st$dents are e0pected t#

repeat e0actl(/ t# &a.e s$)stit$ti#ns in i'e'/ s$)stit$ti#n drillsJ/ #r t# c!an"e r#&

#ne #r& t# an#t!er i'e'/ trans#r&ati#n drillsJ'


3/11

1+' LAUGHTER: La$"!in"/ "i""lin" )( t!e class/ indi*id$als/ and#r t!e teac!er'

e' USES ENGLISH: Use # En"lis! t!e nati*e lan"$a"eJ )( t!e teac!er #r t!e

st$dents' T!is cate"#r( is al5a(s c#&)ined 5it! #ne # t!e 19 cate"#ries r#& 1 t#

'

n' N,N;ERAL: N#n*er)al "est$res #r acial e0pressi#ns )( t!e teac!er #r t!e

st$dent 5!ic! c#&&$nicate 5it!#$t t!e $se # 5#rds' T!is cate"#r( is al5a(s

c#&)ined 5it! #ne # t!e cate"#ries # teac!er #r p$pil )e!a*i#r'

#s.#5it 1


4/11

Appendix CFOCI for Observing Communicationssed in !ettings (FOC!)

Five Characteristics of Communications in Settings

1' !# +' !at is t!e 4' !at &edi$&s 6' H#5 are t!e 9' !at areasc#&&$nicates2 peda"#"ical p$rp#se are $sed t# c#&&$nicate &edi$&s $sed # c#ntent are

# t!e c#&&$nicati#n2 c#ntent2 t# c#&&$nicatec#&&$nicated2

areas # c#ntent2

1' !# +' !at is t!e 4' !at &edi$&s 6' H#5 are t!e 9' !at areas

&ec!anics #

5ritin

S#$nd

se"e&ental

s$ ra%se

speec!

r#d$cti#n

%indi*id$alst$dent

4+ c!an e &edi$&


5/11

c#&&$nicates2 peda"#"ical p$rp#se are $sed t# c#&&$nicate &edi$&s $sed # c#ntent are # t!e c#&&$nicati#n2 c#ntent2 t# c#&&$nicate

c#&&$nicated2 areas # c#ntent2

T!ese #$r peda"#"ical p$rp#ses are r#& ellac.'T!e $ses and areas # c#ntent are presented alp!a)eticall('

%

%

"r#$p #st$dents


6/11

FI;E CHARACTERISTICS ,F C,UNICATI,N IN SETTINGS ITH EAPLES M

DEFINITI,NS'

essa"es

1S#$rce

teac!er

t

Indi*id$al

st$dents

s1 t# sn

assi"ned

"r#$p #

st$dents

"1t# "n

"r#$p #

+Peda"#"icalP$rp#se

Str$ct$rin" *es

str prepare #r

settin" # tas.s #r

#t!er acti*ities'

s#licitin" *es

s#l

set tas.s #r as.

8$esti#ns'

4edi$&s

lin"$istic

a$ral

illers/ indi*id$al

letters/ 5#rds/

s(lla)les/ etc' Add

an s i t!e s$pra%

se"&entals are $sed

t# c#&&$nicate a

separate &essa"e as

in t!e len"t!enin" #

*#5els #r risin"

int#nati#n in

repetiti#ns/ etc'J

*is$al

ide#"ra&? O/ / etc'

transcri)ed: p!#netic

5ritin" # illers/

int#nati#n/ stress/

5#rds/ s#$nds/ etc'

5ritten: printed

5ritten indi*id$al

6Uses

attend

n#t c#&&$nicatin"

c#ntent Q listenin"/

silent readin"/

tastin"/ eelin"/

#)ects/ etc'

c!aracterie

c#&&$nicatin"

a)#$t c#ntent #r

t!in"s'

dierentiate

indicatin" t!at

c#&&$nicati#ns are

t!e sa&e #r

dierent'

e*al$ate

prescri)in" #r

indicatin" c#&&s'are ri"!t #r 5r#n" #r

tr$e #r alse? ans'

(esn# M eit!er#r

8$esti#ns'

e0a&ine

c#$ntin" #r l#catin"

parts # 5#rds/

e&p!asiin"?

dia"ra&&in"

sentences? in#r'

a)#$t sie #r s!ape'

ill$strate "i*in"

atti)$tes # ite&s/

&a.in" $d"e&ents

t!at are n#t e0plicitl(

9C#ntent

lan"$a"e s(ste&s

c#nte0t$al:

c#ll#cati#n/

c#nn#tati#n/ c$lt$re/

detail and &ain idea/

re"ister/ sit$ati#n/

etc'

"ra&&atical:

$ncti#n 5#rds

sentence #r&s/

inlecti#ns/ red$ced

#r&s/ 5#rd/ #rder/

etc'

&ec!anics # 5ritin"

!#5 t# !#ld a pen/

&a.in" capitals/

p$nct$ati#n/

spellin"/ etc'

s#$nd:

se"&ental:

c#ns#nant cl$sters/

s(lla)iicati#n/

s#$nds/ etc'

s$pra%se"&ental:

int#nati#n/ r!(t!&

stress/ etc'

speec! pr#d$cti#n:

(#$r t#n"$e s!#$ld

)e $p? t!e *#ice )#0

*i)rates/ etc'

$nclassiied: &an(

aspects # lan"$a"e'


7/11

st$dents

"s1t# "snresp#ndin" *es

res per#r& tas.s

#r ans5er

8$esti#ns

letters/ 5#rds/

c#&&as/ peri#ds/

etc'

#t!er

"##d #r )ad'

lie

#r&$la: "en$ine

"reetin"s/ lea*e%ta.in"/ etc'


8/11

class

c

in#r&ant

i

te0t)##.

)

reactin" *es

rea rele0i*e

c#&&$nica%

ti#ns t!at are n#t

re%8$ested'

)earin" *es

)ea $nc#nsci#$s

c#&&$nica%

ti#ns s$c! as

i""lin" #nes

.e(s? t!e en%

*ir#n&ent #r

sit$ati#n #ne is in/

etc'

raille? dra5in"

letter #r stress &ar.

#n #nes !and'

n#n%lin"$istic'

a$ral )ell/ clappin"/

!$&&in"/ &$sic/

n#ise/ tappin"/ etc'

*is$al real? ##d/

li*e t!in"s/ #)ects/

pe#ple/ speec!

#r"ans/ *#ice )#0/

5#r.in" t!in"s/ etc'

representati#nal:

cart##n/ pict$re/

p$ppet/ s.etc!/ etc'

sc!e&atic: dia"ra&/

erasin"/ line

s!#5in" space/ &ap/

$nder%linin"/ etc'

s(&)#lic r#d

representin" a!#$se/ etc'

la)el

na&in" parts #

speec! #r "r#$p #

ite&s'

present

c#&&$nicatin"

c#ntent itsel

c!an"e &edi$&

8$esti#n state

relate

relatin"

c#&&$nicati#ns

a)#$t c#ntent and

c#ntent itsel

e0plain &a.in"

"eneraliati#ns/

"i*in" r$les #r

reas#ns? e0plicitl(

relatin"/ etc'

interpret

&a.in" inerences/

"eneratin" ne5patterns/ i&plicitl(

relatin"/ etc'

re%present

c#&&$nicatin"

c#ntent an#t!er !as

$st c#&&$nicated

in t!e sa&e &edi$&

5it! #r 5it!#$t

c!an"e'

c#&)inin"/

i&itatin"/

parap!rasin"/

s$)stit$tin" 5it!

c!an"es

s$)stit$tin" 5it!%#$t

c!an"es

i&a"inati#n: 5!at

5#$ld !appen i2

etc'

pers#nal: eelin"s/

in#r&ati#n/ etc'

p$)lic: "eneral.n#5led"e a)#$t

pers#ns/ places/

t!in"s/ aest!etics/

reli"i#n/ etc'

s.ills: c##.in"/

st$d(in"/ trac./

t(pin"/ etc'

s#cial iss$es:

p#p$lati#n/

pre$dice/ etc'

pr#ced$re

ad&inistrati#n :

callin" r#ll/ p!#ne(

"reetin"s? c!ec.in"

8$esti#ns Q d# (#$

#ll#52? transiti#n Q

,K/ U!&? 8$er( Q

repeatin" 5it! risin"

int#nati#n/ etc'

classr##& s#cial)e!a*i#r: discipline/

etc'

teac!in" directi#ns:

settin" tas.s/

c#&&$nicatin"

instr$cti#nal

in#r&ati#n/ etc'

teac!in" rati#nale:

s$pp#rt #r a &et!#d

#r pr#ced$re/ etc'

s$)ect &atter

sc!##l s$)ects:

)i#l#"(/ &at!/ not

lan"$a"e/ etc'

s$r*i*al s.ills: !#5


9/11

*isit#r

*

#t!er

cl#t!in"/

$rnit$re/

te&perat$re/ etc'

para%lin"$istic

a$ral cr(in"/

la$"!in"/ silence/

t#ne # *#ice/

*#l$&e/ etc'

*is$al real/ c#l#r/

aces/ "ain"/

"est$re/

*e&ent/

p#st$re/ etc'

s(&)#lic: "es% #r

s$&&er/ etc'

#t!er

dance/ distance/t#$c!/ etc'

trans#r&in" t# )$d"et/

$nderstandin" a

lease/ etc'

$nspeciied


10/11

Fi*e C!aracteristics # C#&&$nicati#n

Setting: An airp#rt Q irst at t!eTic.et c#st$&er/ t!en at

C$st#&s and inall( #n aplane

1'H#5 &$c! is a tic.et t# C!ica"#2

O1+B'BBT!ats rat!er !i"!'Its "#ne $p )eca$se # t!e price# $el/ t!e increased 5a"es #r pil#ts

and !i"!er ees at all t!e airp#rts'Please )##. &e #n t!e ne0t li"!t'ater c!ec.in"JI*e )##.ed (#$ #n t!e 4 #cl#c.'T!an. (#$' and s&iles in ariendl( 5a(J

s

1

l1

s

t

s

t

s

s#lres

rea

r$a

s#l

res

rea

lala

la

la

la

la

la

p*

pres:8$espres:state

c!ar:ill$strat

e

relate:e0plain

pres:8$es

pres:state

pres:state

c!ar:e*al$ate

lielie

lie

lie

pr#ced$re

pr#ced$re

lie:#r&$la

+H#5 l#n" !a*e (#$ )een in #n%treal2F#r t!ree da(s'!( 5ere (#$ !ere2T# *isit s#&e riends'Please #pen (#$r )a"s'#pen )a"sJl##.s t!r#$"! t!e )a"s and c!ec.s5it! !is !ands t!e c#ntent # s#&e

)a"sJ>#$ !a*e t# pa( d$t( #n t!eses!#es'T!ats st$pidG# #*er t# t!e c#llecti#n )##t!'Its t# t!e let # A*is'p#ints t# t!e c#llecti#n )##t!J"#es #*er t# t!e c#llecti#n )##t!J

t1

s1

t

s

t

s

t

t

s

t

s

s#lres

s#l

res

s#l

res

r$a

s#l

r$a

s#l

res

lala

la

la

la

p*

n*l0+

la

la

pa

la

la

p*

p*

pres:8$espres:state

c!ar:8$es

relate:state

pres:8$es

attend

c!ar:e*al$ate

c!ar:e*al$ate

pres:8$es

c!ar:e0a&ine

c!ar:e0a&ine

pres:state

pr#ced$repr#ced$re

pr#ced$re

pr#ced$re

pr#ced$re

pr#ced$re

pr#ced$re

lie

pr#ced$re

pr#ced$re

pr#ced$re

pr#ced$re

S#$rce

Peda"#"ical

P$rp#se edi$& Use C#ntent


11/11

4elc#&e a)#ard'passen"er "#es t# seatJT!is is t!e captain spea.in"' e5ill )e ta.in" # s##n Q ri"!t #n

sc!ed$le' e 5ill )e l(in" at 49/BBB

eet' T!e 5eat!er is clear all t!e 5a(

and t!e ceilin" in t!e C!ica"# area is

!i"!' En#( t!e li"!t'#ne passen"er t# an#t!erJT!e( all s#$nd t!e sa&e

#$ld (#$ li.e a c#c.tail #r as#t drin.2p#intin" t# )#t! #n t!e cartJA c#c.tail'Ste5ard )e"ins t# ill "lass 5it!iceJLi"!t #n t!e ice t!#$"!'

t1

s1

t

s

t

s

s

t

r$a

str

str

rea

s#l

res

str

rea

la

p*

la

la

la

n*l

la

n*l

la

pres:state

pres:state

c!ar:state

c!ar:dieren%

tiate

pres:8$es

pres:8$es

c!ar:e*al$ate

pres:state

c!ar:ill$strat

e

lie:#r&$la

pr#ced$re

pr#ced$re

lie:#r&$la

lie

lie

lie

pr#ced$re

lie

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Class Observation Charts - A'Villa