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WorksheetsClassroom management- classroom talk
Total questions: 25
Worksheet time: 16mins
Gives a summary about the most common types of interactions that occur in the classroom, such as individual work, group work, choral responses, collaboration, closed- ended teacher questioning, full class interaction, etc.
Chaudron (1988)
Malamah Thomas (1987)
Penny Ur (1996)
Flanders (1970)
Interaction involves the process of communication and it can only take place beteween teacher and studen(s).
True
False
This kind of communication has a social purpose. It is meaningful and it is done at personal level.
(a)
Tick the options that talk about the significance of classroom interaction (Chaudron, 1988)
Students feel confident with the L2.
Learners break down the target language structures and derive meaning from classroom events.
Students learn grammar and vocabulary faster.
It gives learners the oportunity to incorporate target language structures in their own speech.
Meaningfulness will depend on the extent to which communication has been constructed between the teacher and learners.
This framework´s basic idea was "democratic classroom was preferable to an authoritarian one".
Flanders´ Interaction Analysis Categories (FIAC, 1970)
Foreign Language Interaction Analysis System (FLINT, 1967) by Moskowits.
The FOCUS model (Foci for Communication Used in Setting) proposed by Fanselow (1977) was developed specifically for language classes and was considered under five categories:
*source
*pedagogical purpose
*what medium
*how is that medium used
*content communicated
True
False
It is appropriate to use the same classroom interactional model no matter the country you are giving a class.
True
False
What is "teacher talk"?
According to Nunan (1995) these are the two main reasons for focusing on teacher talk.
Getting to know our students.
Organisation and classroom management.
Because Krashen mentioned it in his Comprehensible Input Hypothesis.
The teacher is the main source of comprehensible target language input the learner is likely to recieve.
According to Nunan and Krashen teacher talk is more important than student talk (beacuse the former is a model and a source.)
True
False
Teacher talk (a) will considerably vary depending on the type of class, skill or language work focus, role of language input acquisitions, etc.
The next characteristics
*Rates of speech appear to be slower
*Pauses are more frequent and longer
*Pronunciation tends to be more exagerated and simplified
*Vocabulary use is more basic
*The degree of subordination is lower
*More declarative and statements are used than questions
*Teachers may self-repeat more frequently
were identified by Chaudron, (1988) for
Teacher talk
Student talk
Teacher talk quantity
Modifications to teacher´s speech
Simplified input increases both the linguistic and cognitive load.
True
False
Elaborated input contains redundant or excess information. Redundancy is achieved through:
high pitch
repetition
paraphrase
good pronunciation
rethorical markers, pauses and the use of fillers
The type of questions used by the teacher in the L2 classroom have different effects on learners,
True
False
Teacher: What did you do last holidays?
Student: I run in the park.
Teacher: I ran in the park not run.
The question above is an example of:
Display question
IRF question (Initition-Response- Feedback)
Close question
A (a) question is a type of question for which the teacher already knows the answer.
Its purpose is merly displaying language.
Did you enjoy the movie?
The question above is an example of
Closed question
Open question
Referential question
______________ and ______________ are examples of more complex questions which involve teacher checking students´understanding as well as eliciting the learner to elaborate or clarify an answer.
(a)
Complex questions represent an attempt by the teacher and the student to
display language
produce structure statements
get to know the student
negotiate meaning
Providing our students enough waiting time
*increases the average of students responses
*unsolicited students responses increase
*speculative responses increase
*greater variety of contributions are made
True
False
According to Swain´s hypothesis these are the two factors regarding student talk
learners develop their L2 competence by generating input from others
increase their talking time
learners develop their L2 competence by engaging in communicative tasks
improve their speaking skills
It occurs when a learner helps another to produce a spoken form in the target language which is beyond his/her present level of competence.
Scaffolding
Student talk
Collaborative work
Waiting time
The task type is crucial in determining the types of learner to learner interaction that take place in the classroom.
Yes
No
Sometimes
These kind of tasks improve inter-learner interaction because they provide plenty of oportunities for negotiating meaning.
Problem solving activities
Display questions
Expositions
Informatio-gap
