Download - Spring 2012 capstone
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MA-TESL Capstone Presentation
Xiaoye Xie
University of Central Missouri
Spring 2012
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WHAT AM I GOING TO PRESENT?
Teaching Children in EFL Settings
Teaching Techniques and Skills in EFL Settings
Treating Learners’ Errors in EFL Settings
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TEACHING CHILDREN IN EFL SETTINGS
Ashton-Warner (1963)
Mutoh (1998)
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Organic teaching is not new!
The power of language is immeasurable!
Respect children as who they are.
TEACHER---ASHTON WARNER
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MANAGEMENT OF A LARGE CLASS---MUTOH
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PROBLEMS OF MANAGING A LARGE CLASS
Taking of attendance
Returning and collecting student work
Communicating individually with students as needed
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TEACHING TECHNIQUES AND SKILLS
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Echevarria, J., & Short, D. J., & Vogt, M. (2007). Chapter two: Lesson Preparation. Making content comprehensible for English learners: the SIOP model (3rd Edition). New York, NY: Allyn & Bacon/Pearson Education.
Stevick, E. (1988). Part 1: Before you read. Teaching and learning languages. Cambridge, England: Cambridge University Press.
Bailey, K. M. (2003) Chapter three: Speaking. In D. Nunan (Ed.), Practical English Language Teaching. New York, NY: McGraw-Hill/Contemporary.
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MAKING CONTENT COMPREHENSIBLE FOR ENGLISH LEARNERS: THE SIOP MODEL
Components of Chapter Two:
(1). The introduction of background information
(2). The rationale for each of the six features
(3). Teaching scenarios involving three teachers
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SIOP FEATURES
Writing language objectives
Language objectives clearly defined, displayed, and reviewed with students
Adaption of teaching materials to all levels of student proficiency
Meaningful activities for language practice opportunities
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TEACHING AND LEARNING LANGUAGES
(1).Between the people in the classroom
(2). Performance from three kinds of competence
(3). Learning, acquiring, remembering, and producing language
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FIVE STEPS OF MAKING YOU INTO A GOOD TEACHER!
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Step 1. Find out what your students and their sponsors expect from the course
Step 2. Find out what will make your students feel welcome and secure
Step 3. Work out some basic techniques, and establish a simple, clear routine
Step 4. Ask yourself these questions
Step 5. Look at your students one at a time.
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PRACTICAL ENGLISH LANGUAGE TEACHING
Chapter 3: Speaking
Principles for teaching speaking
Classroom techniques and tasks
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PRINCIPLES FOR TEACHING SPEAKING
Give practice with both fluency and accuracy
Provide opportunities for students to talk in groups or pairs; limit teacher talk
Plan tasks that involve negotiation of meaning
Design activities that involve guidance and practice in both transactional and interactional speaking
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HOW TO DEAL WITH ERRORS?
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Tedick, D. & de Gortari, B. (1998). Research on error correction and implications for classroom teaching. ACIE Newsletter, 1(3).
Katayama, A. (2007). Japanese EFL students’ preferences toward correction of classroom oral errors. Asian EFL Journal, 9, 289-305.
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RESEARCH ON ERROR CORRECTION AND IMPLICATIONS FOR CLASSROOM TEACHING
Should learners’ errors be correct?
When should learners’ errors be corrected?
How should errors be corrected?
Who should do the correcting?
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HOW SHOULD ERRORS BE CORRECTED?
Explicit correction
Recast
Clarification request
Metalinguistic clues
Elicitation
Repetition
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IMPLICATIONS
Consider the context
Become aware of your current practices
Practice a variety of feedback techniques
Focus on the learner. It’s important to let learner self-correct
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JAPANESE EFL STUDENTS’ PREFERENCES TOWARD CORRECTION
Students’ attitudes toward classroom oral error correction
Their preferences for correction of different types of oral errors
Their preferences for particular correction methods.
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RESULTS
Students had strong positive attitudes toward teacher correction of errors.
A preference for correction of pragmatic errors over other kinds of errors.
The most favored correction method was for the teacher to give the student a hint which might enable the student to notice the error and self-correct.
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IMPLICATIONS FOR ME
The need for accuracy more than fluency.
Student-generated repairs are important in language learning
Helps me select feedback techniques.
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TEACHING CHILDREN IS TOUGH!
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I HOPE MY STUDENTS WILL BE…
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HAPPINESS IS EVERYWHERE!
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Many THANKs to Dr. Yates, Dr. Eason, Dr. Muchisky and my amazing TESL colleagues!
--Xiaoye Xie