Classroom comparisons: Student-student interactions, Corrective Feedback in the Classroom, Questions In The Classroom, Ethnography
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The document discusses various studies on classroom interactions, focusing on corrective feedback and the dynamics of student-student and teacher-student exchanges in second language learning environments. It emphasizes the importance of genuine questions, negotiation of meaning, and different types of corrective feedback such as recasts and clarification requests. Additionally, it explores the impact of socio-political changes on language pedagogy and the separation of ESL students within classrooms.
![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]](https://image.slidesharecdn.com/edinimsunum-130628170252-phpapp02/85/Classroom-comparisons-Student-student-interactions-Corrective-Feedback-in-the-Classroom-Questions-In-The-Classroom-Ethnography-4-320.jpg)
![ 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]](https://image.slidesharecdn.com/edinimsunum-130628170252-phpapp02/85/Classroom-comparisons-Student-student-interactions-Corrective-Feedback-in-the-Classroom-Questions-In-The-Classroom-Ethnography-5-320.jpg)
Classroom comparisons: Student-student interactions, Corrective Feedback in the Classroom, Questions In The Classroom, Ethnography
- 1. Classroom comparisons: Student-student interactions (Elham Coşkun) Corrective Feedback in the Classroom (Nesrin Demirbaş) Questions In The Classroom (Hülya Özger) Ethnography (Ercan Aksoy)
- 2. Classroom comparisons: Student-student interactions Observing Learning and Teaching in L2 Classroom
- 3. 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
- 4. 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]
- 5. 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]
- 6. 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
- 7. Corrective Feedback in the Classroom Observing Learning and Teaching in L2 Classroom
- 8. Eplicit correction: refers to the explicit provision of the correct form. S: The dog run fastly T: ‘Fastly’ doesn’t exist. ‘Fast’ does not take –ly. That’s why I picked ‘quickly’. Study 1: Recasts in content-based classrooms
- 9. 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
- 10. 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
- 11. 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
- 12. 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
- 13. 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
- 14. 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
- 15. 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
- 16. 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
- 17. 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
- 18. 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
- 19. 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 talked about the organization of the lesson appropriate classroom behaviour. 3:communication exchanges in which the emphasis was on students using English in meaningful ways 4:explicit language-focused exchanges where the emphasis was on grammar and the use of mentalinguistic terminology. Study 4: Corrective feedback in context
- 21. 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
- 22. Communicative Instructions : referential questions (genue questions) are more frequent (they both develope their cognitive process and language use)
- 23. Example: drill-like format Do you have a brother? Does he have a brother? Does she have a brother? Do you have a sister?
- 24. 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.
- 25. 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 :Yeah S4: Maybe beautiful house? T : Big, beautiful house, yeah, really big
- 26. 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)
- 27. Study 8: Wait Time The amount of time the teacher pauses after having asked a question to give the student time to respond.
- 28. 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)
- 29. 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.
- 30. 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.
- 31. 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.