observation and research

7/21/2019 observation and research

http://slidepdf.com/reader/full/observation-and-research 1/12

Universidad de Jaén

ASSIGNMENT – ORLC

SUBJECT ASSIGNMENT:OBSERVATION & RESEARCH IN THE LANGUAGE

CLASSROOM

GENERAL INFORMATION:

This assignment has to fulfil the following conditions:

-

Length: between 4 and 6 pages (without including cover, index or appendices –if there are any-)- Type of font: Arial or Times New Roman

- !i"e: 11

- Line height: 1.5

- #lignment: !s"i#ied

The assignment has to be done in this $ord document and has to fulfil the rules of presentation and edition, as for %uotes and bibliographical references which aredetailed in the !tudy &uide

#lso, it has to be submitted following the procedure specified in the $"!d% G!ide!ending it to the teacher's e-mail is not permitted

n addition to this, it is very important to read the assessmen" &ri"eria, which can befound in the $"!d% G!ide

The assignment mar is '() of the final mar and the participation in the activities performed during the tutorials constitutes the remaining *()

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ASSIGNMENT – ORLC

Assignment:

Read the six case studies in the pdf document, each of which investigates a differenttopic: literature, grammar, oral English, teaching techniques, language learning, writing.When you have finished reading, follow the instructions below (from Wallace !!":##$#!%. &f the six case studies outlined above, which topic would be of mostinterest'relevance for a group of students with which you are familiar )hin* about howyou would need to adapt the case study for your target group+s needs by considering

the following questions:

. learly outline the population for your adapted case study.

-. ow would you adapt the structure of the case study to fit in with your target groupand teaching context /. What sort of data would you generate and how would you generate it

0. ow would you analyse the data

Imprtant: !" #ave t $rite !"r persna% detai%s and t#e s"&'e(t name n t#e(ver )see t#e ne*t page+, T#e assignment t#at des nt -"%-i% t#ese (nditins

$i%% nt &e (rre(ted, ." #ave t in(%"de t#e assignment inde* &e%$ t#e (ver,

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ASSIGNMENT – ORLC

*#!+ !T. / :

0!elf-study grammar practice:learners' views and

preferences1

Name and s!rname+s,: Ana Mar-a Mar"-n$n&/e0 ser: E$F2MLAEILE13644(* Mas"er Edi"ion:*(14*(15 a"e: **(*(15

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ASSIGNMENT – ORLC

INE2

o 1ntroduction pg3

o &utline of population pg3

o )he case study pg4

o 2ata collection pg5

o

2ata analysis pg6o onclusion pg6

o 3ibliography pg7

o 4ppendices pg 1891191/




ASSIGNMENT – ORLC

Intrd"(tin

1n this paper 1 will discuss case study number two. 1n order to adapt this case

study to one of my groups of students, 1 will use a set of tas*s presented in two

different ways (inductive and deductive%, and a survey consisting of them providing

ratings on the difficulty of the activities.

5rom my point of view, no one data source or methodology will sufficiently

answer all critical educational questions. 6ultiple measures or indicators of instruction

are needed to help capture a more comprehensive picture of what goes on inclassrooms. 4fter doing a bit of research 1 could put together some of the new

directions for classroom observation research: (% combining both qualitative and

quantitative methods in observation systems7 (-% developing observation instruments

that are based on 8standards8 of pedagogy7 (/% using student$centred observation

instruments that allow for comparisons between groups of students within the class7

and (0% using instruments that assess authentic, interactive instructional practices that

have been found to relate to student gains on higher$level cognitive outcomes.

O"t%ine - ;p"%atin

)he class that 1 would li*e to use consists of a group of " 1rish students of

9panish as a second language with an elementary level of 9panish, aged between "

and ; years old who have different reasons to learn the language such as wor*,

holidays, leisure or <ust curiosity and love for it. )hese students come from very

different bac*grounds. 9ome of them would not have *nown what a =verb> was when

they started studying the language. )hey would do a two$hour session a wee* in the

evening time at an =4dults Education entre>.

2uring the course, they would be able to develop the spea*ing, listening,

reading and writing s*ills to communicate effectively in a range of commonplace

situations7 understand, develop and use elementary to lower intermediate grammatical

structures of 9panish and acquire the functional language, as well as a basic cultural

awareness, for successful communication in everyday life in 9pain. )hey will be able

to display awareness of some of the *ey features of the society and culture of the

target country, to include greetings and other courtesies, food and drin*, and the

infrastructure of daily life. 4lso they will use routine vocabulary, to include social and'or

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ASSIGNMENT – ORLC

wor* related terms and topics. )hey will have to exchange information in a range of

personal, social and'or wor* related contexts, to include names, address, numbers, etc.

)hey will sustain conversations with others, read everyday information and instructions

such as signs or advertisements and they will write short relatively simple pieces of text

that are relevant to the topics discussed in class.

1n this very particular case, we will focus on grammar mainly. )hey would *now

by now a variety of verb tenses such as ?resent 9imple, ?resent ontinuous, 5uture

(Will% and some uses of ?resent ?erfect. )hey would improve the use of omparatives

and superlatives, @uantifiers such as some, any, much or many and uncountable andcountable nouns. )hey would be able to use ommon ?repositions of place, time and

movement.

T#e Case St"d!

=9elf$study grammar practice: learnersA view and preferences> is the name of

the case study that 1 will adapt to my group of 1rish students of 9panish. )his study

consists of two main branches to be studied such as deductive and inductive grammar

practice. )he aim of this observation is to find out what way of grammar learning wor*s

better for this group depending on the percentage obtained after the analysis. What are

these two types of grammar practice about

2eductive approach could be described as when the rule is presented and then

practiced in drill$type exercises7 a text is read that includes a targeted grammatical

pattern. 4 rule is presented about the pattern. )he rule is practiced in different types of

exercises7 the rule is presented. Exercises are done to practice it. )he targeted pattern

is used in texts to be read or listened to. Bearners may engage in meaningful activities

at the end of any of these types of deductive grammar.

&n the other hand, 1nductive 4pproach would be when students try to discover

the rules, then the teacher states them7 students implicitly discover the rules by wor*ing

with language samples and test their hypotheses with progressively more sophisticated

samples. 9tudents never state the rules7 students, with the help of the teacher, develop

rules from authentic samples and then apply the rules7 students wor* collaboratively to

discover and state the rules with guided questions relating to language samples and

progressively modify and complete the rules with new input and teacherAs feedbac*.

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ASSIGNMENT – ORLC

Bearners may engage in meaningful activities at the end of any of these types of

inductive grammar.

9ome studies have shown an advantage for a deductive approach for rule

presentation7 other studies have shown an advantage for an inductive approach7 some

others have shown no difference.

)he original case study proposes a series of fourteen exercises, seven of each

approach to be done over a period of three wee*s time. 1n order to observe these two

grammar practices, these students would have to complete two different tas*s over a

two$hour class as time is limited and we have to cover all four s*ills and cannot beusing it all for grammar. 5or the deductive approach (appendix %, the students will be

given a hand out with the rules about how to use the future tense (will% tense in

9panish followed by the appropriate explanation from the teacher. 4fter that, they will

get a fill$in the gaps exercise where they will have to use the future tense of the verb in

brac*ets. &n the other hand, in order to use the inductive approach (appendix -%, the

students will be given a similar fill$in the gaps exercise where they will have to fill in the

gaps with some words in a box above the exercise. 1n this case, the verbs presented

will be in simple past tense or =?retCrito 1ndefinido> in 9panish. 4fter filling the gaps,

they will have to loo* for the verbs and figure out what tense it is and how it is formed.

4fter having completed both tas*s, they will be as*ed some questions (appendix /%

where they will have to rate the difficulty of both approaches.

ata C%%e(tin

1 would begin by as*ing my students to complete the activities proposed in the

case study. 5irst 1 would give them the one with the deductive approach and see how

long it ta*es them to complete it. )hen 1 would give them the second tas* with the

inductive approach and 1 would also measure time. &nce they are finished, 1 would give

them a survey with D statements about both activities. )hey would have to rate them in

order of difficulty. 3y using those questions 1 would be able to figure out if they are

better at inductive or deductive practice and 1 could adapt my classes depending on the

results and to ma*e the learning easier for them. )he best way to go about this is to

have the students to do it in class but not to put their names on it, therefore they

should have less pressure to give me what they thin* are the right answers. 9ince the

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ASSIGNMENT – ORLC

importance rests on the data that we are collecting, there is really no need to *now

exactly which student offers the information, but to study the group as a whole.

ata Ana%!sis

?reviously collected data will be evaluated in a quantitative way as a

questionnaire form. @uantitative data analysis is helpful in evaluation because it

provides quantifiable and easy to understand results. @uantitative data can be

analyed in a variety of different ways. 1n this case the questionnaire is made out of D

questions which students will have to rate the level of difficulty from one to three, onebeing =hard>, two being =medium> and three being =easy>. 4t the end of the survey 1 will

collect it and count the answers by the amount of =ones>, =twos> or =threes>. )his way 1

will obtain the results required in order to find out which approach they find easy,

medium or hard.

Cn(%"sin

4fter analying different approaches to teach grammar and trying to get which

one is the most adequate to use in a class with totally different *ind of students, in age,

bac*ground, studies, etc. 4nd after getting the results being able to understand what

they find easier and can help them to get a comfortable learning <ourney and with that

getting more confident students is actually rewarding and for the teacher. 4fter all this

research and analysis 1 feel that teachers should do this *ind of observations more

often in order to get a happy group of students. 1f the students are happy, the teacher is

happy too.

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ASSIGNMENT – ORLC

<i&%igrap#!

ochran$9mith, 6 and Bytle, 9. B. (!!/% 1nside ' &utside. )eacher Research and

Fnowledge. Gew Hor* and Bondon: )eachers ollege ?ress.

ohen, B., 6anion, B. and 6orrison, F. (-;% Research 6ethods in Education.

Bondon: Routledge.

2ornyei, I. (-;;% Research 6ethods in 4pplied Binguistics. &xford: &xford

Jniversity ?ress.

eigham, K and ro*er, R. (eds.% (-;;!% @ualitative Research in 4pplied Bingusitics:

4 ?ractical 1ntroduction. Gew Hor*: ?algrave 6acmillan.Kones, K. and Wiliam, 2. (-;;"% 6odern 5oreign Banguages inside the blac* box.

Bondon: LB 4ssessment.

Femmis, 9. and 6c)aggart, R. (!!-% Mmo ?lanificar Ba 1nvestigaciMn$4cciMn.

3arcelona: Editorial Baertes.

6c2onough, K. and 6c2onough, 9. (!!% Research 6ethods for English Banguage

)eachers. Bondon: 4rnold.

6cGiff, K. (-;;-% 4ction Research for ?rofessional 2evelopment.

Gunan, 2. (!!-% Research 6ethods in Banguage Bearning. ambridge: ambridge

Jniversity ?ress.

=e&grap#!

Na hrefO8http:''education.stateuniversity.com'pages'"/D'lassroom$

&bservation.html8Plassroom &bservation $ ?urposes of lassroom &bservation,

Bimitations of lassroom &bservation, Gew 2irectionsN'aP

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ASSIGNMENT – ORLC

Appendi(es

A;;ENI2 1

)he 5uture )ense)he 5uture )ense

Regular 5uture 5orms, Mst Spanis# ver&s are reg"%ar in t#e -"t"re, T#e in-initive serves as t#e

stem - a%mst a%% Spanis# ver&s in t#e -"t"re tense,

1rregular 5uture 5orms. A -e$ ver&s are irreg"%ar in t#e -"t"re tense, T#ese ver&s "se a variatin- t#e in-initive as a stem, >ere are sme, T#e endings are t#e same as t#se -r reg"%ar ver&s,

nfinitive !tem 2uture Tense

e(ir

>a(er

dir?

#ar?

!

t@

dir$

har$

C

Qs

18

+ n

d

i

n

g

s

nfinitive

!

t

e

m

Tra&a'ar Aprender Es(ri&ir >a&%ar e(idir

Entender <ai%ar

Caminar

;erder

Re(i&ir

!t@é%e%%ad,

nstrsvstrs

e%%s

e%%as

ds,

)raba<ar$ 4prender$Escribir$ablar$2ecidir$

Entender$3ailar$

aminar$

?erder$

Recibir$

CQsQQQ

emosCis

Qn

Qn

Qn

Gote: A%%

t#e

endings9

e*(ept

t#e Gosotro

s -rm9

#ave

$ritten

a((ent

marBs,




ASSIGNMENT – ORLC

;der ;ner

Sa&er

>a&er

Sa%ir

Tener

enir

pdr?pndr?

sa&r?

#a&r?

sa%dr?

tendr?

vendr?

e%%ad,

nstrs

vstrs

e%%s

e%%as

ds,

podr$pondr$

sabr$

habr$

saldr$

tendr$

vendr$

QQ

emos

Cis

Qn

Qn

Qn

A;;ENI2 1

• Re%%ena (n %a -rma (rre(ta de% ver& en e% futuro simple,

El próximo fin de la semana YO..

1) (estudiar) para un examen,

2) (hablar) con mis amigos,

3) (comprar) una chaueta,

!) (comer) en un buen restaurante,

") (#enir) al centro comercial en coche

$) (uerer) ir al cine

%) (poder) #isitar a mi familia

&) (saber) a u' hora es la reunión

A;;ENI2 /

Rellena con la palabra adecuada: 4yer'ao pasado'aquellamaana'la semana pasada' <unio' el martes de las reba<as'anoche'elmes pasado.

2espuCs seala los verbos que ves en el e<ercicio. S2e quCtiempo se trata SMmo se forma

% TTTT..yo desayunC a las siete-% 6is hermanos se levantaron tarde TTTTTT/% En las fiestas del TTTTTT nosotros bebimos champQn0% Uosotros aprobQsteis el examen en TTTTT.D% El 2 me costM - eurosTTTTTTTT..#% 6i madre comprM una falda nuevaTTTTTT% TTTT.. tV escribiste una carta a tus primos

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ASSIGNMENT – ORLC

"% Gos conocimos TTTTTTTen una reuniMn

Appendi* 0

Initia% "estinnaire;%ease read t#e -%%$ing D"estins and rate t#em n a s(a%e -rm 1?0)1>ard /Medi"m 0Eas!+,

I -"nd t#e -"t"re e*er(ise

I -"nd t#e past tense e*er(ise,,,

F%%$ing t#e r"%es is a%$a!s

Tr!ing t -ig"re "t t#e r"%e is mre entertaining and&"t

Learning a %ang"age $it#"t grammar is

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observation and research

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