Font size
WorksheetsCHAPTER 1: CLASSROOM TALK
Total questions: 20
Worksheet time: 11mins
This can take place between teacher and student, individual or group of students, between students and textbooks or cassette.
Classroom interaction
Classroom techniques
Classroom management
Typical interactions according to Penny Ur ( 1996:228):
Non-collaboration, student talk, group responses.
Individual work, full-class interaction, teacher talk.
The purpose in this is primarily pedagogic, the teacher teaches about the language:
Interactional communication
Transactional communication
The purpose in this is primarily social, the teacher establishes communication on a meaningful, personal level:
Interactional communication
Transactional communication
This model aimed at school subjects such as social studies or science, but it was adapted by L2 researchers:
FOCUS (Foci for Communication Used in Settings)
FLINT (Foreign Language Interaction Analysis System)
This model was proposed by Fanselow in 1977:
FOCUS (Foci for Communication Used in Settings)
FLINT (Foreign Language Interaction Analysis System)
According to Malamah-Thomas (1987:30) every interaction analysis model...
assumes the context it was devised in, applicable only in similar contexts.
could apply to all cultural contexts.
Why is the teacher talk important?
Because it is the only way students can acquire a second language.
Because it is probably the major source of comprehensible target language input.
Features of teacher talk:
Quantity, speech modifications, types of questions, corrective feedback.
Quality, teacher talking time, student talking time, feedback.
Factors to identifiy how appropiate ( or not) teacher talk is:
The value of the talk, the point in the lesson in which the talking occurs, what prompts the teacher talk.
When talking does not enhance learning, when we focus more on teacher talking time.
Click which are some modifications to teachers' speech:
rates are slower
use ol L1
exagerated and simplified pronunciation
use of translators
When talking to L2 learners, teachers should use elaborated language, for example:
jokes and tongue twisters.
paraphrase and pauses.
What does IRF stand for?
Initiation-Response-Feedback
Interaction-Response-Feedback
This type of question encourages to have a real communication:
Display question
Referential question
Did you go to the cinema? is an example of:
open question
closed question
Click on the types of questions that have more complex function:
Comprehension checks
Loaded questions
Confirmation checks
Funnel questions
Clarification requests
Which seems to be better for students?
Teacher asks a question and waits a second for the answer.
Teacher asks a question and waits three to five seconds for the answer.
This takes place when a learner helps another to produce a spoken form in the target language.
Pair work
Scaffolding
Cooperative learning
These types of tasks provide more opportunities to learn the target language:
information gap, problem solving.
dictation, writing several times a word.
Maingay (1988) called "Ritualized behaviors" to:
being aware of how we interact with foreign people.
being aware of how we interact with learners.
