Chapter 5 observing learning and teaching in the second language classroom
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This document summarizes key points from a chapter about observing language learning and teaching in second language classrooms. It discusses natural acquisition contexts like using language at work versus instructional settings with a focus on language form. Communicative classrooms emphasize interaction and language use over isolated grammar points. Observation schemes are described that code various aspects of classroom interactions between teachers and students and among students. Studies examined how factors like feedback, questioning techniques, time spent learning, and sociocultural aspects can impact language acquisition.
Chapter 5 observing learning and teaching in the second language classroom
- 1. Tshen Tashi (59064485) How Languages are Learned Pasty M. Lightbown and Nina Spada Chapter 5: Observing Learning and Teaching in the Second Language Classroom Natural and instructional settings 1. Natural acquisition context: - the language at work/in social interaction/in a classroom. 2. In structure-based instructional environment: - focus on language itself rather than on the messages carried by language. 3. Communicative, content-based, and task-based instructional environments: - emphasis on interaction, conversation, and language use. Description of characteristics in different acquisition setting Characteristics Natural Acquisition Settings Structure-Based Instructional Settings Communicative Instructional Settings T-S S-S Learning one thing at a time Exposed to a variety of vocab. & structures One item at a time Simplified & comprehensible input Erroneous Frequent feedback on errors Rarely corrected Frequently corrected Limited error. Form focus No error correction. Meaning focus Ample time for learning Many hours each day Limited few hours a week Short response Greater amount & variety of language High ratio of NSs to learners Encounter many proficient TL users Teachers are only TL user Only teachers Expose to interlanguage Variety of language & discourse types Variety of language events Limited range IRE Instructional strategies Sociolinguistic Pressure to speak Not forced Forced Little pressure in an accuracy Access to the modified input Access Access Access Observation schemes COLT observation scheme - Part A: content, focus, and organization of activity types. - Part B: describes specific aspects of the language used by teachers and students
- 2. Characteristics of input and interaction Classroom comparisons: Teacher-student interactions - Classroom A: Structure-based approach - (either metalinguistics instruction or pattern practice). Focus on form. Interaction is to practise the present continuous. - Classroom B: Communicative approach – focus on meaning, conversational interaction, and genuine questions. Classroom comparisons: Student–student interactions - Communication task A: Picture description – focus on meaning to complete the information gap - Communication task B: Jigsaw - focus on both form and meaning Corrective feedback in the classroom - students receiving content-based language teaching are less likely to notice recast than other forms of corrective feedbacks - recasts are noticed in classroom interaction even if they do not lead to uptake from the student who originally produced the error - correction is needed to encourage learners to self-correct. - most frequent feedback in the explicit language focussed-exchanges, followed by content, communication and management - Medium (oral vs. written) corrective feedback is less important than the explicitness of the corrective feedback recast vs. metalinguistics) Questions in the classroom - Students can produce more quality and quantity in output in open than closed questions - Scaffolding; teacher’s use of display questions helps learners in classroom participation - Students need more time to answer open/referential questions because they to expand ideas - The performance of children are better when they receive intensive instructions - More instructional hours will lead to success in learners Ethnography - Another way of observing teaching and learning in L2/FL classrooms - Observes the activities, practices, and interaction––looking for patterns to emerge. Ethnographic studies - Clash of Language used in home and school lead to students’ failure - Separation of ESL learner from their native speaker friends in the classroom does not help to success the TL - The sociopolitical transformation affects classroom practice and ultimately learning L2 Summary This chapter reviewed about; - Description and interpretation of different features of L2 instructions - Studies examining specific pedagogical features - Classroom interaction charts and taxonomies