teacher talk and classroom interaction. your trainer wendy arnold ma in teaching english to young...
TRANSCRIPT
Your trainerWendy Arnold
• MA in Teaching English to Young Learners (TEYL)
• Freelance teacher, trainer, writer, researcher
• IATEFL’s YL SIG committee• Specialist in reading for young
learner literacy• 15 years experience teaching Chinese
young learners
What do you know?Interaction
• Features of teacher talk• Principles of giving
instruction and feedback
• Name the different types of classroom interaction
• Explain the role of interaction, input, output
Teacher talk
DID YOUR LIST LOOK LIKE THIS?
PAIRWORK
questions and answers
dialogue
GROUPWORK
projectsrole play
TEACHER TALK
giving instructionsasking and answering questions
surveysWHOLE CLASS
games
songs/chants
Interaction
Input
Comprehensible output ( 可理解性输出 )
Comprehensible input ( 可理解性输入 )
Output
Language Acquisition( 语 言习得 )
Interaction
Summary of the relationship between interactions, comprehensible input, output and language acquisition
Example of pairwork (video)Students Teacher
• What are they doing?• Are they engaged?• Do they understand what
they are doing?
• What are they doing?• Are they supporting
anyone? How?
Example of groupwork (video)Students Teacher
• What are they doing?• Are they all engaged?
• What are they doing?• Are they helping anyone?
Example of whole class activity (video)Students Teacher
• What they doing?• Does everyone know how
to do it?• How successful are they?
• What are they doing?• Are the instructions clear?• Are they supporting
anyone? How?
The Nature of interaction
a. The teacher’s “interactional” adjustment
b. The pupils’ “interactional” behaviors
Input and interactional adjustments (交互性调整 )
The most commonly used strategies to make the language input more comprehensible are:
1. RepeatingWhat do you think
of these strategies?Have you
identified other strategies in the
video clips?
3. Switching to Chinese
2. Simplifying questions
4. Setting an example
Atkinson (1987:426) worries that the teacher and/or the students will feel that “they have not ‘really understood any item of language until it has been translated.”
1. Provide the beginning of a sentence and let pupils continue. Elicit by starting the sentence: For example: “Here’s the……”
Output and interactional adjustments
The most commonly used strategies to elicit language output are:
Have you identified other strategies in the
video clips?
2. Set a model and ask pupils to repeat. Give requirement: “You must say ……” or provide the expected answer.
3. Use rhetorical (反问 )questions: Example: Ss: Where’s the marker? S: Here’s the pencil sharpener. T: Pencil sharpener?
Walsh (2002, cited Wacaro, 2003:198) identified a number of features which obstructed(阻碍 ) learning potential(潜力 ).
Can you give examples in the video clips?
• The teacher completes the turn for the student.
• The teacher interrupts(打断 ) the student’s turn in order to correct.
• No negotiation(商量 ) of meaning is detectable via clarification requests(澄清 ), confirmation checks(确认 ).
• The teacher echoes(重复 ) the student response even if it is correct.• IRF (Initiate-Response-Feedback) turn-taking structure as the dominant (主要 )pattern.
The pupils “interactional” behaviors:
• the “reduction” behavior
• the “achievement” behavior
(Faerch and Kaspar, 1980, cited in Ellis, 1985).
Did you see both behaviors in the video clips?
the “reduction” behavior: the learner missing a turn by keeping silent, choosing to be out of the task by saying “no” or “I don’t know”, and other similar utterances, switching topics or imitating part or the whole of the teacher’s previous utterance.
the “achievement” behavior: learners respond actively to the teacher’s utterance by using their first language, miming, requesting assistance or guessing.
A demonstration lessonWork in groups and complete one of the following
tasks:
•Group 1: Count the time used for different types of interaction: PW, GW, IW, CW
•Group 2: Find out teachers’ interactional adjustment strategies
•Group 3: Find out pupils’ interactional behaviours
A demonstration lesson
•Group 4: Write down all the questions asked by the teacher and find out the features of this teacher.
•Group 5: Write down the language used for praise and feedback and comment on it.
Let’s discuss what makes effective and dynamic interaction!Theory into practice:
Krashen Comprehensible input
Vygotsky ZPD (最近发展区 ) social interaction
Bruner Scaffolding (支架 )