Purpose of Observation

Adapted from TESOL Link @ http://www.ne.jp/asahi/kurazumi/peon/observe.html

Observation

Through what media? What kind?

Pre-observation Conference

School Catalog Course

Description/Syllabus Post-Observation

Conference

Demographic Information

Administrative Info Goals/Objectives Time Frame Levels Teaching Method Materials

Structure of a Lesson

Presentation

How do you present a lesson?Text-Multimedia Materials-Internet? Should grammar rules be presented

explicitly? (Focus on form) Example: Faerch (1986) typical

sequence:Problem Formulation InductionTeacher’s rule formulationExemplificaiton

Practice

Questions to consider: What’s task? (less-controlled realistic

use of L2) What’s activity? (more general use)

Activity (Valvarcel et al. (1985) and

Edelhoff (1981))

Instructional

Sequencing and

Motivation

Input Control

Focus/Working

Transfer/Application

Tasks

Provide opportunities for both comprehensible input and output

Information gap activities - promote negotiation

Shared info, knowledge, or assumptions may lessen the amount of negotiation necessary

Recycling of info is helpful“convergent” (consensus-building –single-

solution) tasks allow for more negotiation, while “divergent” (open-ended) tasks seem to induce longer turns (more output) and greater syntactic complexity

Same task – different activity

Historical Overview of Error Correction

View of Learning

Error Error treatment

Behaviorist Undesirable Overt & immediate correctionGiving correct answers

Cognitive InevitableEvidence of language developmentInformational hypothesis-testing

Intentionally ignoredNo treatment

Interactional Error-making and its repairing are parts of interactionNegotiation of meaning

Self-repairOther-repair (teacher, peer)NNS-NNS peer correction is also beneficial

Fig. Adapted from TESOL Link @ http://www.ne.jp/asahi/kurazumi/peon/error.html

Views on Error Treatment

Hendrickson (1978) : Based on errors

Long (1977): Based on teacher’s behavior and acts

Should errors be corrected?

When? Which errors? How? Who?

Ignore or treat errors? When? What treatment? Who?

Views on Error Treatment

Question Answer Research

Should errors be corrected?

No: based on the natural L2 development theoriesYes: students need and want error correction but over-correction is not desirable

Dulay & Burt (1974)Krashen (1983)Cachart & Olsen (1976)Chenoweth et al. (1983)

When? 2 Criteria: a.At what point of interaction?b.At what stage of L2 interlanguage development Immediate correction may interrupt learner and inhibit willingness to practiceDelayedPostponed to a future lessonWait time is important

Vigil & Oller (1976)Day et al. (1984)Funselow (1977)Van Lier (1988)Pienemann (1984)Long (1977)

What? Three options to inform learners of errors:a.Commission of errorb.Location of errorc.Identity of error

Long (1977)Chaudron (1977)Alwright (1985)

Which errors?

Global & local errorsSocially stigmatized errorsLexical, phonological, morphological, syntactical errorsDepending on course content

Burt & Kiparsky (1974)Corder (1967)Chaudron (1977)

Who? Self-repairPeer repair: negotiation of meaningTeacher-repairNS other-repair

Schegloff (1977)Long & Porter (1985)Varonis & Gass (1985)

Characteristics of Instructional SettingsCharacteristics Natural

AcquisitionStructure-Based Instruction

Communicative Instruction

T-S T-S S-S

Learning 1 thing at a time

Errors

Frequent feedback on errors

Genuine Questions

Display Questions

Negotiation of Meaning

Metalinguistic Comments

Ample time for learning

Variety of discourse types

Pressure to Speak

Access to Modified Input