Classroom Discourse (Subject) / Glossary (Lesson)

This lesson was created by Elza.

Learn lesson

This lesson is not released for learning.

back  |  next 2 / 2

• HOTS and LOTS Higher and lower order thinking skills: Creating Evaluating Analysing Applying Understanding Remembering
• Some feautures of second language classroom discourse repair speech modification control of the interaction Elicitation (Walsh)
• Functions of display questions eliciting a response checking understanding guiding learners to a particular response promoting envolvement concept checking
• Repair Strategies ignore the error completely indicate that an error has been made and correct it indicate that an error has been made and get the learner who made it to correct it indicate that an error has been made and get other learners to correct it
• Three Basic kinds of exchange (Sinclair and Coulthard) question-and-answer-sequences pupils responding to teacher's directions pupils listening to the teacher giving information
• Contrastive Analysis first describing comparable features of mother tongue and target language and then comparing them in order to spot the mismatches outdated model of language description (Structuralism) and a discredited learning theory (Behaviourism)
• Error Analysis comparing the student's interlanguage and the target language; the role of the mother tongue was ignored
• Transfer Analysis comparing interlanguage with mother tongue
• Overt and covert errors overt: easy to identify because there is a clear deviation from the norm (*I runned all the way) covert: superficially well formed but do not mean what the learner intended them to mean (*It was stopped; it=the wind)
• Normal, authorative and plausible Interpretation normal: the analyst is able to assign a meaning to an utterance on the basis of the rules of the target language authorative: asking the learner to say what the utterance means and use an authorative reconstruction plausible: refer to the context in which the utterance was produced or by translating the sentence literally into the learner's L1
• Advertisement
• Corder's framework for describing errors presystematic errors occur when the learner is unaware of the existence of a certain rule in the target language. These are random. systematic errors occur when a learner has discovered a rule but it is the wrong one postsystematic errors occur when the learner knows the correct target language rule but uses it inconsistently (makes a mistake)
• Developmental errors learner attempts to build uo hypotheses about the target language on the basis of limited knowlegde
• Interference errors the use of elements of one language while using another
• Intralingual errors reflect the general characteristcis of rule learning (overgeneralization)
• Corder's crucial points in 'The Significance of learners' errors' parellels between L1 an L2. L1 faciliates SLA inbuilt-syllabus; intake should not be equated with input errors show that we have a transitional competence, L1 and L2 learners both develop an independet system of the language Errors ≠ mistakes errors 1) tell the teacher what needs to be taught, 2) show how learning proceeds and 3) are a means wherby learners test their hypotheses about the L2
• Learner's Uptake A learner's observable immediate response to corrective feedback
• Different types of feedback Explicit: teacher provides the correct form and clearly indicates that the learner's utterance is wrong Recast: reformulation of the learner's utterances minus the error Clarification request: indicate to students that their utterance has been misuderstood or wrong (Pardon, what do you mean by 'x') Metalinguistic: providing comments, information or questions (grammatical metalanguage) related to the well-formedness of the utterance without giving the correct form Elicitation: elicit completion of their own utterances, use questions to elicit correct forms or ask students to reformulate their contribution Repetition: teachers repeat the error and use intonation and stress to mark it as such
• Multiple feedback combination of all feedback types
• Types of other-initiated repair Repetition: learner repeates the theacher's feedback  Incorporation: student repeates the correct form and incorporates it into a longer utterance Self-Repair: student responds to the teacher's feedback with the correct form Peer-Repair: correction provided by a different student in response to the teacher's feedback
• Types of needs-repair Acknowledgement: generally a simple 'yes' on the part of the student Same error: student repeats the initial error Different error: there is a differnt error in the student's response to the feedback Off-target: response that clearly circumvents the teacher's linguistic focus Hesitation: student hesitates (is confused) Partial repair: the learner correct a part of the error
• Reinforcement Short statements of approval (yes, that's it etc.)
• Focus on Forms traditional grammar teaching (structural syllabus)
• Focus on form focus on meaning and communication
• Five stages of error analysis Identification: error or mistake, what is the norm Reconstruction: what did the learner intend to say Description: how is the target surface structure altered Classification: what linguistic levels are affected Explanation: what psychological processes might be responsible
• positive evidence input that contains structures they haven't mastered yet
• negative evidence feedback that indicates that the formed rules are not correct yet
• Features of CIC learning-oriented interactions foreign language use and teaching goals are aligned modification of teacher talk more varied exchange patterns more interactional space for students
• Question alternatives invite students to elaborate (tell us more about...) invite students to provide reason (why...) make a challenging statement (supposing someone...) prompt a reaction by expressing opinion (I believe...) use negative declaratives (I don't quite understand...)
• Types of scaffolding latched modelling: the teacher quickly models the language needed at the end of the turn alternative phrasing: offer a different way of saying something prompting
• Questioning techniques thought-provoking questions prompting questions repetition of teacher question teacher answers own questions
• Advertisement
• Principles of interactive decision making serve the common good teach to the moment further the lesson acommodate learning styles promote students' involvement distribute the wealth
• Dealing with reticence lenghtening wait time improving questioning strategies accepting a variety of answers making use of group work and peer support providing content feedback

back  |  next 2 / 2