guidelines for language classroom instruction

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Page 1: Guidelines for Language Classroom Instruction
Page 2: Guidelines for Language Classroom Instruction

4. FACILITATION• Art of making learning easy for students• Letting go of control in the classroom• A good facilitator recognizes that students are their

own best teachers and the primary role of teacher is to make easy or facilitate the learning of students

• A major role of the instructor is to arrange matters so the material presented gets used and thereby learned.

We need, therefore, to give some consideration to such matters as the

• overall organization of the classroom, • the nature and dynamics of teacher-student, and

Student-student interaction, • the interface between these matters and the • selection of classroom learning tasks.

Page 3: Guidelines for Language Classroom Instruction

4.1 Class Organization

The key participants in classroom organization are the teacher, the teacher aide or trainee, the individual student and groupings of students, the class as a whole, the language presentation materials used (e.g., textbook, AV media), and any visitors or outsiders. Combinations of these result in particular structures in class organization and effects on language learning processes.

The dominant view of second language classroom processes today favors student-centered learning instead of the traditional teacher-dominated classroom (Nunan 1988b).

Page 4: Guidelines for Language Classroom Instruction

The teacher-dominated classroom ("teacher fronted") is characterized by the teacher speaking most of the time, leading activities, and constantly passing judgment on student performance

student-centered classroom, students typically will be observed working individually or in pairs and small groups, each on distinct tasks and projects

Learner-centered instruction has the benefits of greater individualization of learning objectives, increased student opportunities to perform using the target language (whether receptively or productively), and increased personal sense of relevance and achievement, thus relieving the teacher of the need to constantly supervise all students.

Page 5: Guidelines for Language Classroom Instruction

In general, the most appropriate and effective classroom organization is pair and group work.

Group work has been shown to result in many advantages for SL learners

1. learners speak more frequently and with longer stretches of speech;

2. they produce more interactional modifications directed at one another .

3. they utilize a wider range of language. An especially important effect related

to cultural differences is that the observable shyness to speak in larger classes tend to disappear in small group work.

Page 6: Guidelines for Language Classroom Instruction

4.2 Aspects of the Teacher-Fronted Class Two general characteristics of teacher-student interaction:1. Question Types

SL teachers ask more display questions (those to which the questioner already knows the answer) than do ordinary NSs talking to NNSs. The latter usually use referential questions (those to which the questioner does not already know the answer) .Display Questions

questions you ask to see if the person you are speaking to know the answer.

normally means questions teachers ask learners to see if they understand or remember something.

Page 7: Guidelines for Language Classroom Instruction

CLOSED REFERENTIAL QUESTIONS - the speaker does not know the answer, but to which there is either only one or a very limited set of possible answers. Answerable by “yes or no” and often short phrases.

OPEN REFERENTIAL QUESTIONS - are questions to which the speaker does not know the answer and to which a large variety of answers are possible. (what, why, how, describe)

Long (l984) found that open referential questions produced more complex student responses than did closed referential questions, with complexity measured by number of words per student turn.

Referential Questions – questions you ask someone because you don’t know the answer. This can mean questions that teachers ask learners and learners ask each other.

Page 8: Guidelines for Language Classroom Instruction

2. Wait - Time

Wait-time refers to the length of the pause which follows a teacher's question to an individual student or to the whole class. This lasts until either a student answers or the teacher adds a comment or poses another question. It can also apply to the period between one student's answer to a question and the response of the teacher or another student.

The time that you wait before calling a student in class. When wait-time is increased to three to

five seconds, there is improvement in learning and in the quality of classroom discourse.

Page 9: Guidelines for Language Classroom Instruction

5. CORRECTION AND FEEDBACK

Correction requires that:

Teacher recognizes what kind of error the learner made

Is able to provide an accurate and detailed linguistic analysis of the error

Is able to explain why this is wrong Is able to provide a correct

replacement for the error

Page 10: Guidelines for Language Classroom Instruction

There are four types of correction GROUP CORRECTION – with group activities,

students notes mistakes for a feedback session later. It provides opportunity to learners notice language without the interruption by teacher but unfortunately this also means that errors (unfamiliar language, or language above class’ level of ability) will remain uncorrected.

SELF – CORRECTION – students should correct their English more frequently. Students may correct themselves in the middle of a conversation.

STUDENT - TO - STUDENT CORRECTION – similar from group correction . The only difference is that the students works in pairs.

TEACHER – TO - STUDENT CORRECTION – in early stages of the lesson when students first practice the target language they haven’t been familiar with the material so they can’t judge what’s right and wrong. They need a direct feedback from you.

Page 11: Guidelines for Language Classroom Instruction

All students require feedback, whether during the class, at the end of the lesson, or outside the classroom. Although correction appears similar to feedback, correction focuses on specific mistakes or errors. Feedback instead looks at weaknesses and strengths overall. 

Recast - is a form of feedback where the teacher says something with the purpose of helping a student notice his or her mistakes and repair it on his or her own.

The teacher has many options available, from simply indicating lack of comprehension or otherwise signaling the occurrence of an error and getting the learner to self-correct, to the most elaborate grammatical explanation and drill of correct forms.

Page 12: Guidelines for Language Classroom Instruction

It is obvious that teachers still encounter many areas of ignorance where preferably there should be knowledge. Teachers should know what relatively firm information does exist, and where there is room for study. This should help their decision making. As the SL profession develops, more teachers are qualified to conduct their own research or to work together with researchers. This will help in informing people through the teacher's combined use of knowledge and educated professional reflection.

6. CONCLUSION

Page 13: Guidelines for Language Classroom Instruction