spring 2012 capstone

MA-TESL Capstone Presentation

Xiaoye Xie

University of Central Missouri

Spring 2012

WHAT AM I GOING TO PRESENT?

Teaching Children in EFL Settings

Teaching Techniques and Skills in EFL Settings

Treating Learners’ Errors in EFL Settings

TEACHING CHILDREN IN EFL SETTINGS

Ashton-Warner (1963)

Mutoh (1998)

Organic teaching is not new!

The power of language is immeasurable!

Respect children as who they are.

TEACHER---ASHTON WARNER

MANAGEMENT OF A LARGE CLASS---MUTOH

PROBLEMS OF MANAGING A LARGE CLASS

Taking of attendance

Returning and collecting student work

Communicating individually with students as needed

TEACHING TECHNIQUES AND SKILLS

Echevarria, J., & Short, D. J., & Vogt, M. (2007). Chapter two: Lesson Preparation. Making content comprehensible for English learners: the SIOP model (3rd Edition). New York, NY: Allyn & Bacon/Pearson Education.

Stevick, E. (1988). Part 1: Before you read. Teaching and learning languages. Cambridge, England: Cambridge University Press.

Bailey, K. M. (2003) Chapter three: Speaking. In D. Nunan (Ed.), Practical English Language Teaching. New York, NY: McGraw-Hill/Contemporary.

MAKING CONTENT COMPREHENSIBLE FOR ENGLISH LEARNERS: THE SIOP MODEL

Components of Chapter Two:

(1). The introduction of background information

(2). The rationale for each of the six features

(3). Teaching scenarios involving three teachers

SIOP FEATURES

Writing language objectives

Language objectives clearly defined, displayed, and reviewed with students

Adaption of teaching materials to all levels of student proficiency

Meaningful activities for language practice opportunities

TEACHING AND LEARNING LANGUAGES

(1).Between the people in the classroom

(2). Performance from three kinds of competence

(3). Learning, acquiring, remembering, and producing language

FIVE STEPS OF MAKING YOU INTO A GOOD TEACHER!

Step 1. Find out what your students and their sponsors expect from the course

Step 2. Find out what will make your students feel welcome and secure

Step 3. Work out some basic techniques, and establish a simple, clear routine

Step 4. Ask yourself these questions

Step 5. Look at your students one at a time.

PRACTICAL ENGLISH LANGUAGE TEACHING

Chapter 3: Speaking

Principles for teaching speaking

Classroom techniques and tasks

PRINCIPLES FOR TEACHING SPEAKING

Give practice with both fluency and accuracy

Provide opportunities for students to talk in groups or pairs; limit teacher talk

Plan tasks that involve negotiation of meaning

Design activities that involve guidance and practice in both transactional and interactional speaking

HOW TO DEAL WITH ERRORS?

Tedick, D. & de Gortari, B. (1998). Research on error correction and implications for classroom teaching. ACIE Newsletter, 1(3).

Katayama, A. (2007). Japanese EFL students’ preferences toward correction of classroom oral errors. Asian EFL Journal, 9, 289-305.

RESEARCH ON ERROR CORRECTION AND IMPLICATIONS FOR CLASSROOM TEACHING

Should learners’ errors be correct?

When should learners’ errors be corrected?

How should errors be corrected?

Who should do the correcting?

HOW SHOULD ERRORS BE CORRECTED?

Explicit correction

Recast

Clarification request

Metalinguistic clues

Elicitation

Repetition

IMPLICATIONS

Consider the context

Become aware of your current practices

Practice a variety of feedback techniques

Focus on the learner. It’s important to let learner self-correct

JAPANESE EFL STUDENTS’ PREFERENCES TOWARD CORRECTION

Students’ attitudes toward classroom oral error correction

Their preferences for correction of different types of oral errors

Their preferences for particular correction methods.

RESULTS

Students had strong positive attitudes toward teacher correction of errors.

A preference for correction of pragmatic errors over other kinds of errors.

The most favored correction method was for the teacher to give the student a hint which might enable the student to notice the error and self-correct.

IMPLICATIONS FOR ME

The need for accuracy more than fluency.

Student-generated repairs are important in language learning

Helps me select feedback techniques.

TEACHING CHILDREN IS TOUGH!

I HOPE MY STUDENTS WILL BE…

HAPPINESS IS EVERYWHERE!

Many THANKs to Dr. Yates, Dr. Eason, Dr. Muchisky and my amazing TESL colleagues!

--Xiaoye Xie