Test l Flashcards
Teaching-Learning Contexts:
Place and Means
Institutions: College, university or schools, language academies
Modality: Onsite, online or in-school, in-company
Language teaching-learning methodology: School of though, ESL/EFL EAP/ESP
Teaching-Learning Contexts:
Class Size
One-to-one: Private class
Teacher’s attention; speaking-focused, flexible, customized
Large class
Interaction, teamwork, task-oriented, content-based
Teaching-Learning Contexts:
Language Mixed Ability
Differentiation:
Language knowledge
Intelligences
Learning speed
Learning styles, preferences, strengths and weaknesses
Teaching-Learning Contexts:
Taking a stand! One-to-one
Make a good impression
Be well-prepared and flexible
Adapt to the student
Listen and watch
Give explanations and guidelines
Don´t be afraid to say NO!
Teaching-Learning Contexts:
Taking a stand! Large class
Be organized
Establish routines
Use different pace, different activities
Maximize individual work balanced with teamwork (Cooperative Learning)
Adequate materials and resources; learning contexts.
Error correction and feedback
Mistakes vs errors
Mistakes (slips) : *Mistakes that students can correct if they are pointed out.
*Careless Mistakes.
Errors: *Mistakes that students cannot correct themselves and which therefore need explanations.
Attempts in error correction
When the student is trying to mean something but has no real idea of how to structure that meaning correctly in English.
When students have not yet learned the language necessary to express what they want to say.
When it is not clear what the students want to mean, or what structure they are trying to use.
Sources for errors
L1 interference
Developmental errors
Over-generalization:
A learner might have made up a rule that is simply wrong in itself.
A learned ruled is used as a generalization.
Fossilization: When an error becomes a habit of speech in L2/FL. This happens especially when the error does not interfere with communication and, hence, the speaker does not get corrective feedback.
Feedback during oral work
Accuracy:
It is the ability to produce correct sentences using correct grammar and vocabulary.
Fluency:
It is the ability to read, speak, or write easily, smoothly, and expressively.
The speaker can read, understand and respond in a language clearly and concisely while relating meaning and context.
Do not react to absolutely every mistake
Decide if and when to intervene.
Make clear what you intend to do when giving feedback and correcting students.
Feedback during accuracy work
Show the mistake and help to do something about it.
Techniques for showing incorrectness (just for Slips)
Repeating
Echoing
Statement and question
Expression
Hinting
Reformulating
Getting it right
Saying the correct version
Emphasize the problem
Explain the grammar
Ask students to help or correct each other
Feedback during Fluency work
Take into account:
Content and language form
Solve problems
Feedback after the work
Gently correction:
Reformulate what student is saying
Echoing and expression
Avoid overcorrection = interruption of the flow of the activity.
Recording mistakes:
In order to remember and give an accurate feedback
Prepare a format to record the mistakes
Record the activity.
After the event:
Give positive feedback first.
From the easiest to the most difficult.
Use the board to show the mistakes.
Write examples of what you heard
Do not say who made the mistake
Teacher’s Physical Presence
Dress code.
Proximity.
Appropriacy.
Movement.
Contact.
Teacher’s Voice
Audibility
Variety
Conservation
Comprehensible input
Whole class orderly rows formation advantages?
Reinforces a sense of belongingness.
Teacher is acting as a controller.
Giving explanations on instructions.
For presenting material (pictures, audio, video)
Allows teacher to get a general understanding of student progress.
Whole class orderly rows disadvantages?
Everyone is forced to do the same thing at the same time and pace.
No individual work (unless evaluating).
No inclination to work in front of the class (public failure).
Does not encourage group responsibility.
Communication is more difficult.
