Download - Week 6 Lecture Slides
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Purpose of Observation
Adapted from TESOL Link @ http://www.ne.jp/asahi/kurazumi/peon/observe.html
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Observation
Through what media? What kind?
Pre-observation Conference
School Catalog Course
Description/Syllabus Post-Observation
Conference
Demographic Information
Administrative Info Goals/Objectives Time Frame Levels Teaching Method Materials
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Structure of a Lesson
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Presentation
How do you present a lesson?Text-Multimedia Materials-Internet? Should grammar rules be presented
explicitly? (Focus on form) Example: Faerch (1986) typical
sequence:Problem Formulation InductionTeacher’s rule formulationExemplificaiton
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Practice
Questions to consider: What’s task? (less-controlled realistic
use of L2) What’s activity? (more general use)
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Activity (Valvarcel et al. (1985) and
Edelhoff (1981))
Instructional
Sequencing and
Motivation
Input Control
Focus/Working
Transfer/Application
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Tasks
Provide opportunities for both comprehensible input and output
Information gap activities - promote negotiation
Shared info, knowledge, or assumptions may lessen the amount of negotiation necessary
Recycling of info is helpful“convergent” (consensus-building –single-
solution) tasks allow for more negotiation, while “divergent” (open-ended) tasks seem to induce longer turns (more output) and greater syntactic complexity
Same task – different activity
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Historical Overview of Error Correction
View of Learning
Error Error treatment
Behaviorist Undesirable Overt & immediate correctionGiving correct answers
Cognitive InevitableEvidence of language developmentInformational hypothesis-testing
Intentionally ignoredNo treatment
Interactional Error-making and its repairing are parts of interactionNegotiation of meaning
Self-repairOther-repair (teacher, peer)NNS-NNS peer correction is also beneficial
Fig. Adapted from TESOL Link @ http://www.ne.jp/asahi/kurazumi/peon/error.html
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Views on Error Treatment
Hendrickson (1978) : Based on errors
Long (1977): Based on teacher’s behavior and acts
Should errors be corrected?
When? Which errors? How? Who?
Ignore or treat errors? When? What treatment? Who?
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Views on Error Treatment
Question Answer Research
Should errors be corrected?
No: based on the natural L2 development theoriesYes: students need and want error correction but over-correction is not desirable
Dulay & Burt (1974)Krashen (1983)Cachart & Olsen (1976)Chenoweth et al. (1983)
When? 2 Criteria: a.At what point of interaction?b.At what stage of L2 interlanguage development Immediate correction may interrupt learner and inhibit willingness to practiceDelayedPostponed to a future lessonWait time is important
Vigil & Oller (1976)Day et al. (1984)Funselow (1977)Van Lier (1988)Pienemann (1984)Long (1977)
What? Three options to inform learners of errors:a.Commission of errorb.Location of errorc.Identity of error
Long (1977)Chaudron (1977)Alwright (1985)
Which errors?
Global & local errorsSocially stigmatized errorsLexical, phonological, morphological, syntactical errorsDepending on course content
Burt & Kiparsky (1974)Corder (1967)Chaudron (1977)
Who? Self-repairPeer repair: negotiation of meaningTeacher-repairNS other-repair
Schegloff (1977)Long & Porter (1985)Varonis & Gass (1985)
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Characteristics of Instructional SettingsCharacteristics Natural
AcquisitionStructure-Based Instruction
Communicative Instruction
T-S T-S S-S
Learning 1 thing at a time
Errors
Frequent feedback on errors
Genuine Questions
Display Questions
Negotiation of Meaning
Metalinguistic Comments
Ample time for learning
Variety of discourse types
Pressure to Speak
Access to Modified Input