Group 7Group 7

Chapter 4

Classroom Research – Interaction Analysis

Group Members…

~ Anita PGP110010

~Cassandra PGP110022

~Safiyah PGP110009

Doing Second language Doing Second language

research: Chapter 4research: Chapter 4Classroom Classroom ResearchResearch

Interaction Interaction AnalysisAnalysis

Wilson Mizner, 1876-1933 ( an American dramatist and wit)

. ……If you steal from another author it’s plagiarism: if you steal from many, it’s research

Marson Bates, 1906-1974 ( an American writer) ….. is what I’m doing when I don’t know what I’m doing

ResearchResearch

• Classroom refers to a wide range of learning contexts where learners and teachers meet in the context of second language acquisition

ex: classes in school, one-to-one tutoring, distance learning, multi media labs and so on

Classroom ResearchClassroom Research

• Is a study/research on the interaction between teachers and learners or learners and learners in classroom.

• The term interaction is used with a variety of senses and has been used with respect to

• - theories of linguistics, models of second language acquisition, instructional exchanges between T&L, task completion conversation between L&L and the internal conversations between authors & readers.

Classroom interaction researchClassroom interaction research

1. Go to schools

2. Collecting data from your own classes

3. Doing a recording or videos featuring a lot of schools

4. Generating classroom interaction data in the roles of teachers and learners

Ways to carry out classroom Ways to carry out classroom researchresearch

Teacher interactions Teacher interactions with learnerswith learners

1.1. Teacher questionsTeacher questions2.2. Teacher error correctionsTeacher error corrections3.3. Quantity of teacher speechQuantity of teacher speech4.4. Teacher explanationsTeacher explanations5.5. Teacher ‘wait-time’ for student Teacher ‘wait-time’ for student

response.response.

Type of errorsType of errors

1. Phonological

2. Lexical

3. Morph/Syntatic

4. Discourse

5. Dialect

6. Content

The cause for errors in SLAThe cause for errors in SLA((Differences in auditory processing by Lesley Lahir)Differences in auditory processing by Lesley Lahir)

1. Auditory (verbal) / semantic memory

memorizing words, recalling sentences and passages, word retrieval, remembering verbal sequences

2. The phonological system language sounds ( phoneme )

discrimination, phonological awareness ( identifying rhymes, syllables, beginnings and endings sounds of words), grapheme and phoneme associations ( linking

letters to their sounds)

3. Morphology and semantics vocabulary acquisition, understanding word meanings

4. Syntax sentence comprehension,

interpreting word order and grammar, recollection or recognition of grammar rules

5. Discourseproducing extended language orally and in writing, starting, ordering and developing concluding thoughts, overall language comprehension

Teacher corrections to errorsTeacher corrections to errors

1. Models correct form2. Drills correct form3. Repeats faulty form4. Prompts correct form5. Explains correct form6. (Re)states question/prompt7. Tells students what to say8. Reduces directions9. Expands directions

Error CorrectionError Correction (Corrective Feedback Types)(Corrective Feedback Types)

A classroom research study on Oral Error Correction (Coskun, 2010)A classroom research study on Oral Error Correction (Coskun, 2010)

1. Explicit correction: Clearly indicating that the student's utterance was incorrect, the teacher provides the correct form.

S: there is a little milk in fridge. T: + in the fridge

2. Recast: The teacher implicitly reformulates the student's error, or provides the correction without directly pointing out that the student's utterance was incorrect. S: he like pop-music.T: yes, he likes pop-music

3. Clarification request: The teacher indicates that the message has not been understood or that the student's utterance included some kind of mistake and that a repetition or a reformulation is needed by using phrases like "Excuse me?".

• S: there aren’t many /hotıls/ in this town.T: again? ♪

Corrective Feedback Types (Part 2)Corrective Feedback Types (Part 2)4. Metalinguistic clues: The teacher poses questions like “Do we say it like that?” or

provides comments or information related to the formation of the student's utterance without providing the correct form.

S: there isn’t any books.T: + there isn’t görünce uncountable, yani sayılamayan bir şey kullanmamız gerekiyormuş. Ds: there isn’t any money

5. Elicitation: The teacher directly elicits the correct form from the student by asking questions (e.g., "How do I ask somebody to clean the board?"), by pausing to allow the student to complete the teacher's utterance (e.g., "He is a good…") or by asking students toreformulate the utterance (e.g., "Can you say that again?"). S: there are a few books in my /lıbrari/

♪T: in my…?

6. Repetition: The teacher repeats the student's error and changes intonation to draw student's attention to it. S: How much money do you have in your /pakıt/?T: /pakıt/? ♪DS: /pokıt/T: yes

Learner to learner Learner to learner interactionsinteractions

- Another major type of classroom - Another major type of classroom interactioninteraction

Leaner to learner interactions…Leaner to learner interactions…• Pair and group work involvement where

cooperative learning happens.

“ Cooperative learning is group-learning activity organized so that learning is dependent on the socially structured exchange of information between learners in group and in which each learner is held accountable for his/her own learning of others.” (Olsen & Kagan 1992:8)

What happen during a pair work/group work discussion?

- learners communicating in a cooperative way.

- they learn from each other in groups.

- students learn collaborative and social skills.

“ Indeed, cooperation is not only a way of learning, but also a theme to be communicated about and studied.” – Jacobs 1998

Compiling Classroom Research Compiling Classroom Research DataData

Data are recorded during classroom observation through:

- Recording - observation

- Take down notes - coding systemThese data will be compile for analysis by

transcribing:

- data from the recoding

- Notes

- and through visual observation.

Analyzing classroom interaction Analyzing classroom interaction datadata

• What do we look for in the data?

(Nunan 1989:26)

...teacher talk took up 89% of classroom verbal interaction time.

… 91% of the time, teachers already knew the answers to the questions they were asking.

• From the data we have gathered, few questions could be observed:

- How is talk time divided between teachers and learners?

- How self-aware are teachers of how they use language in their interactions with their students?

ReferenceReferenceVideos:

www.youtube.com/watch?v=u_Z71Eeubdo

www.youtube.com/watch?v=AO790WiLJ-M

Books and articles:

Lahir, L. (2011,January). Differences in auditory processing. Modern English Teachers, 20(1), 73-78.

Deterding, D. (2005, September). Listening to Estuary English in Singapore. TESOL Quarterly, 3(3), 425-439.

Coskum, A. ( 2010, June). A classroom research study on Oral Error Correction. Retrieved from

 http://www.hltmag.co.uk/jun10/sart05.rtf

Brown, J.D. (2009). Doing second language research. Oxford University Press.(pp. 79-91).