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Classroom comparisons: Student-student interactions, Corrective Feedback in the Classroom, Questions In The Classroom, Ethnography
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Classroom comparisons: Student-student interactions (Elham Coşkun)
Corrective Feedback in the Classroom
(Nesrin Demirbaş) Questions In The Classroom
(Hülya Özger) Ethnography (Ercan Aksoy)
Classroom comparisons: Student-student interactionsObserving Learning and Teaching in L2 Classroom
Student I Student II
Errors Many Many
Feedback on errors None None
Genuine questions Yes Yes, more than St. 1
Display questions None None
Negotiation of meaning
Yes Yes
Metalinguistics None None
Conversation D : Elle. [She] D : Elle se souvient, non, Elle souuient qi elle a un ... une
pratique de chorale, alors elle se lbve. I She remembers, no. She remembers
that she has a choir practice so she gets upJ D : Tout a coup fSuddenly] N : Elle ssse [She ssse] D : Elle souuientlShe remembers] N : se souvie nt ov souaiezr ? lRemembers or remembers?] D : Elle souuient ... ahh, elle se souvient ... Elle souuient ... Elle
se souvient, no. [She remembers ... ahh, she remembers ... She remembers ... She remembers, no] N : pas... [not] D : Elle souuient qi elle doit aller au band ... ? [She remembers
that she has to go to bandl N : Chorale. lChoir] D : Chorale. lChoir]
N : Tout a coup elle souuient qu'elle ... doit aller ) la chorale [All of a sudden she remembers that she has to go to choir]
D : [very softlyl elle se souvien ... non. [She remembers . .. no]
D : Alors, elle [So, she] N : non, wait. tout i coup elle ...sudden she ...
remembers?] D : Je pense pas que c'est se souvient. [I dont think it's
remember] N : oh, souvient ... souvient. [oh remember ... remember] D : Elle souuientqu elle a le chorale. [She remembers
that she has choir] N : Qu elle doit se prdparer. [that she has to get ready] D : Oui. [Yes] N : pour le chorale ... non, tout i coup elle souuientqu il
ya une pratique de chorale. [for choir ... no, all of a sudden she remembers that there's a choir practice]
Dara Nina
Errors Yes, grammatical Yes, grammatical
Feedback on errors None None
Genuine questions Yes Yes
Display questions None None
Negotiation of meaning
Yes Yes
Metalinguistics Slightly Slightly
Corrective Feedback in the Classroom
Observing Learning and Teaching in L2 Classroom
Eplicit correction: refers to the explicit provision of the correct form.
S: The dog run fastlyT: ‘Fastly’ doesn’t exist. ‘Fast’ does not take –ly. That’s why I picked ‘quickly’.
Study 1: Recasts in content-based classrooms
Recasts:involve the teacher’s reformulation of all or part of a student’s utterance, minus the error.
S1: Why you don’t like Marc?T: Why don’t you like Marc?S2: I don’t know, I don’t like him.
Study 1: Recasts in content-based classrooms
Clarification requests :indicate to students either that their utterance has been misunderstood by the teacher or that the utterance is incorrect in some way and that a repetition or a reformulation is required.
Study 1: Recasts in content-based classrooms
Clarification requests:
T: How often do you wash the dishes?S: Fourteen.T: Excuse me? (clarification request)S: Fourteen.T: Fourteen what? (clarification request)S: Fourteen for a week.T: Fourteen times a week. (recast)S: Yes. Lunch and dinner.
Study 1: Recasts in content-based classrooms
Mentalinguistic feedback:contains comments, information or questions related to the correctness of the student’s utterance, without explicitly providing the correct form.
S: We look at the people yesterday.T: What’s the ending we put on verbs
when we talk about the past?S: e-d
Study 1: Recasts in content-based classrooms
Elicitation:refers to teacher’s techniques which is used directly elicit the correct form from students.
S: My father cleans the plate.T: Excuse me, he cleans the??S: Plates?
Study 1: Recasts in content-based classrooms
Repetition:refers to the teacher’s repetition of the student’s errorneous utterance.
S: He’s in the bathroom.T: Bathroom? Bedroom. He’S in the
bedroom.
Study 1: Recasts in content-based classrooms
S: We is…T: We is? But it’s two peoplei right? You see
your mistake? You see the error? When it’s plural it’s ‘we are’.
Study 1: Recasts in content-based classrooms
In a study with adult foreign language learners of Japanese, Amy Ohta (2000) examined the oral language that learners addressed to themselves during classroom activities. She was able to obtain this private speech by attaching microphones to individual students during classroom interaction. The classroom interaction consisted of a focus on grammar and metalinguistic instruction.
Study 2: Recasts and private speech
In a descriptive classroom study with adult learners of English as a second language, Rod Ellis, Helen Basturkmen, and Shaun Loewen (2001) observed the types of corrective feedback provided by teachers and the learner’s immediate responses to the learner’s errors come in the form of recasts. They also observed that leraners immediately reacted to most of these recasts.
Study 3: Recasts and uptake
Rhonda Oliver and Alison Mackey (2003) carried out a descriptive study of and Australian primary ESL classroom with 6-12 year olds.
They identified four contexts on which the teachers and learners interacted:
Study 4: Corrective feedback in context
1:content exchanges in which the teacher imperted knowledge or asked questions about the content of the curriculum
2:management exchanges in which the teacher talkedabout the organization of the lesson appropriateclassroom behaviour.
3:communication exchanges in which the emphasis wason students using English in meaningful ways
4:explicit language-focused exchanges where the emphasiswas on grammar and the use of mentalinguistic terminology.
Study 4: Corrective feedback in context
Questions In The Classroom
Study 5: Teachers’ Questions in ESL Classrooms
Michael Long : quantity of display or referential questions (genue questions)
Native&Non-Native Interaction : referential questions are most frequently asked
ESL Classrooms: display questions are most frequently asked
Communicative Instructions : referential questions (genue questions) are more frequent (they both develope their cognitive process and language use)
Example: drill-like format Do you have a brother?Does he have a brother? Does she have a brother?Do you have a sister?
Study 6: Scaffolding and Display and Referential Questions
Scaffolding refers to a process in which a more knowledgeable spearker helps a less knowledgeable learner by providing assistance.
T : Palace?S1: Like castle?S2: Specialplace,verygood.S3: Very nice.T: Castle, special place, very nice. til/ho usually lives in palaces?Ss: Kings.T: Kings, and queens, princes and princesses.Ss :YeahS4: Maybe beautiful house?T : Big, beautiful house, yeah, really big
Study 7: Open and Closed Questions Closed Questions : with short answers Open Questions : with long answers
(expanations or reasoning) Open Questions are much ore effective for
learning and developing language. CLILContent Based Integrative Language
Learning Open Questions requires high level of competence (teacher)
Study 8: Wait Time
The amount of time the teacher pauses after having asked a question to give the student time to respond.
ethnography
Ethnographies are detailed long-term (extensive) studies. They try to analyze the impacts of social, cultural or political realities on learner’s cognitive, social and linguistic development.
There are no pre-determined categories. There is a observer (participant or non-participant).
If a student comes from a culture where the silence is a symbol of respect, the teacher should know this (not to cause misunderstanding)
Study 9 – Language in the Home & School Nine families in Solomon Islands. At home rich language use & good
communication, different types of discourse At school failed Because of formal language use at school and
restrictions of L1 use The real reason parents questioned their
children and express their fears about children’s success at school.
These behaviors cause negative effects on their learning.
Study 10 – Separation of L2 Kelleen Toohey (1998) observed a group of children age 5-7 in
kindergarten, grade 1, and grade 2 in Canada. There are 2 groups Native English & from other languages Identified three classroom practices that led to the separation of the
ESL children in the classroom. First, the ESL children desks were placed close to the teacher's desk,
on the assumption that they needed more direct help from the teacher. Second, the interaction between the native group and others not
allowed. (except for material exchange) Third, copying the task of other or repeating the production not
allowed. This was particularly problematic for the ESL children because repeating the words of others was often the only way in which they could participate in conversational interaction.
Research shows that children develop their language by repeating others or copying them.
The children who are not native couldn’t learn anything.
Study 11 – Socio-Political Change & Foreign Language Classroom Discourse Patricia Duff (1995) examined the impact of
sociopolitical changes on pedagogical practice. Traditional activity called a Feléles which is a heavily
ritualized recitation format closely associated with Soviet-oriented policies that were rejected after the fall of communism in the late 1980s.
The teacher uses a political activity (Feléles). The students prepared material and resented to the class. The class successfully communicated with each other. They used complex structures and lots of forms. On the basis of these findings, Duff concluded that socio-political transformation impacts on classroom practice and ultimately on second language learning.