Classroom Conversation Analysis and Critical Reflective Practice: Self-evaluation of Teacher Talk Framework in Focus

RELC Journal ◽  
2016 ◽  
Vol 48 (2) ◽  
pp. 210-225 ◽  
Author(s):  
Hajar Ghafarpour
Keyword(s):  
Foreign Language ◽  
Reflective Practice ◽  
Conversation Analysis ◽  
Practical Knowledge ◽  
Language Teachers ◽  
Teacher Talk ◽  
Foreign Language Teachers ◽  
Self Evaluation ◽  
Language Classroom ◽  
Critical Reflective Practice

The uniqueness of the Language Classroom and its complexity raises a need for foreign language teachers to develop necessary skills and knowledge to observe, analyse and evaluate their classroom discourse. Hence, interactional awareness of language teachers is an integral part of pedagogical and practical knowledge. In this article, the Self-Evaluation of Teacher Talk framework (SETT) proposed by Walsh (2006) will be discussed in detail and its contribution to critical reflective practice will be probed. The extracts are taken from 12 hours of tape recording of a university General English course and supported by a teacher’s diary for analysis. The results demonstrate that although the SETT framework is representative and useful, setting and institutional requirements should not be ignored. This article has implications not only for developing critical reflective practice for in-service teachers but also for teacher training.

Using Classroom Assessment Data to Guide Instruction

2019 ◽  
pp. 227-251
Author(s):  
Toni P. Johnson
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Classroom Assessment ◽  
Language Teachers ◽  
Assessment Data ◽  
Foreign Language Teachers ◽  
Data Collection And Analysis ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Authentic Data

It is important that assessments used in a classroom reflect the standards that students are expected to achieve. When this occurs, the data collected can be used as indications of a student's proficiency in a language. This chapter focuses on how the data collected in the classroom can be used to guide instruction. The author begins with an overview of assessments that are available to foreign language teachers. This is followed by information on data collection and analysis. The second half of the chapter focuses on how to use the data to develop lessons that provide all students with the instruction they need in order to be successful in the foreign language classroom. Examples of analysis of authentic data and changes in classroom elements, as well as the need for a mastery mindset, are also presented.

Institutionalized utterances, literature, and language teaching

2000 ◽  
Vol 9 (1) ◽  
pp. 61-78 ◽  
Author(s):  
Ian MacKenzie
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Epic Poetry ◽  
Foreign Language Teachers ◽  
Huge Number ◽  
Linguistic Performance ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Lexical Phrases

Linguists have recently suggested that a large proportion of linguistic performance in naturally acquired languages is enabled by the internalization of a huge number of institutionalized utterances, or lexical phrases, or fixed and semi-fixed expressions. This research parallels the discovery, earlier this century, of the oral-formulaic nature of Homeric poetry. Furthermore, although written literature (as opposed to oral epic poetry) is generally assumed to be anything but formulaic, it can be shown that it too necessarily contains a lot of institutionalized expressions, or at least transformations of them, and that our own repertoire of memorized phrases almost certainly comes from literary as well as oral sources. Foreign language teachers clearly need to give serious consideration to the prevalence of lexical phrases, in both speech and writing. Literature can be used in the foreign language classroom as (among many other things) a source of institutionalized phrases.

scholarly journals Dunkin’ the Donut: A Study on Students’ Patterns of Language Use through Technology Applications in Independent Language Learning

2020 ◽  
Vol 15 (1) ◽  
pp. 125-132
Author(s):  
Norizul Azida Darus ◽  
Norhajawati Abdul Halim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
The Other ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Technology Applications

Any language can be acquired at any time, but to acquire the language, one needs to learn the language. Learning a second or foreign language is not a favourite among second or foreign language learners. This is because learning a language is a very intense time-consuming activity. Learning is often unsuccessful because learners receive impoverished or insufficient input and lack of motivation. To this, second language or foreign language teachers play the most significant role to help and motivate the students to acquire the said language. The preferred method is to be immersed into the actual ecosystem of the target language and become part of the language ecosystem. The other way is to dunk the learners into the artificial ecosystem of the language classroom. In dunking, the learners are immersed temporarily and repeatedly into the simulated ecosystem language. As can be seen now, technology remains the only viable option to get enough interactive contact with the target language. Using interesting software is one of the methods in making learning more interesting. Furthermore, the students are able to practice the language not only during class time, but on their own free time outside of class hours, that is during students’ independent time of learning. The findings revealed that most students found using the applications has improved their language learning. The role of teachers on the other hand is to provide instructions and assist whenever necessary and needed by the students.

scholarly journals OCENIANIE KOMPETENCJI STUDENTÓW – PRZYSZŁYCH NAUCZYCIELI JĘZYKA OBCEGO PRZEZ NAUCZYCIELI – OPIEKUNÓW PRAKTYK, NA PRZYKŁADZIE JĘZYKA FRANCUSKIEGO

Neofilolog ◽  
2019 ◽  
pp. 195-211
Author(s):  
Monika Grabowska
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Evaluation Tool ◽  
Foreign Language Teachers ◽  
School Teachers ◽  
Self Evaluation ◽  
Key Competences ◽  
Didactic Skills ◽  
The University

The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of thetrainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.

Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Jaume Batlle ◽  
Paul Seedhouse
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Conversation Analysis ◽  
Language Teachers ◽  
Peer Observation ◽  
Foreign Language Teachers ◽  
Crucial Component ◽  
Specific Teaching ◽  
Teacher Professional ◽  
Teachers Professional Development

AbstractThe growing use of peer observation in teacher professional development has created an interest in understanding how it is carried out and what the benefits are. Post-observation feedback is a crucial component of peer observation practices. This study seeks to contribute to a better understanding of peer observation feedback in foreign language teacher’s professional development. Adopting a conversation analysis perspective, we aim to establish how the interactional infrastructure is developed between observers and observees after a negative assessment during peer observation feedback. The results show that, when the observer is assessing a specific teaching action negatively and the observee expresses alignment with the observer’s position, the observer adopts an affiliative stance through the use of his/her epistemic expertise in two ways: either putting his/her self in the shoes of the observee or, in other cases, expressing the affiliative stance by appealing to the epistemic community to which they both belong.

scholarly journals The Effects of Using Advance Organizers and Captions to Introduce Video in the Foreign Language Classroom

1996 ◽  
Vol 14 (1) ◽  
pp. 61 ◽  
Author(s):  
Jing-Mei Chung
Keyword(s):  
Foreign Language ◽  
Relative Effectiveness ◽  
Language Teachers ◽  
Target Language ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Foreign Language Teachers ◽  
Advantages And Disadvantages ◽  
Language Classroom ◽  
Teachers And Students

Foreign language teachers and students now have access to more video materials than ever before. This article explored two video instructional strategies, advance organizers and captions in the target language, to make the viewing experience profitable. After reviewing the relative effectiveness of various types of advance organizer and the advantages and disadvantages of using captioned video materials, a set of classroom procedures that combines advance organizers and captions to teach English as a foreign language is proposed.

scholarly journals Response during picturebook read alouds in English as a foreign language

2019 ◽  
Vol 10 ◽  
pp. 58-76
Author(s):  
Sandie Mourão
Keyword(s):  
Foreign Language ◽  
Final Section ◽  
Language Teachers ◽  
Read Alouds ◽  
Foreign Language Teachers ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Linguistic Repertoire

This paper begins by discussing the picturebook and its picture-word dynamic and follows with a discussion of their relevance to teachers in a foreign language classroom. Thereafter, a theory of literary understanding is suggested, as a way to support foreign language teachers to interpret their learners’ responses to picturebooks and to help them recognize the relevance of response to the storytelling experience. The final section describes two picturebooks with concrete examples of the different ways that they enable and promote authentic responses, using the children’s linguistic repertoire, and through both the pictures and the words.

Communicative Processes in the Foreign Language Classroom: Preconditions and Strategies

1980 ◽  
Vol 3 (1) ◽  
pp. 71-80
Author(s):  
Hans-Jürgen Krumm
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
School System ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Classroom ◽  
The Moment ◽  
Structural Methods ◽  
Communicative Processes

Most current foreign language teachers and those about to enter this profession have themselves learned the foreign language by structural methods. The curricula under which they studied are not likely to be exchanged for communicative curricula, as such decisions are not made at the classroom level. Because of these conditions, my paper will concentrate on pragmatic problems of a communicative methodology – problems that arise in attempting to answer the question: does the functional-notional approach, without being either a curriculum or a method, and while operating under the constraints of the present school system, help develop a framework and a set of principles that will help teachers make foreign language learning more communicative than it is at the moment?

scholarly journals A Case Study on Tertiary-level FLT nFrom the Perspective of Humanistic Teaching in China

2015 ◽  
Vol 3 (11) ◽  
pp. 79-84
Author(s):  
Zhang Yong
Keyword(s):  
Foreign Language ◽  
Personal Growth ◽  
Language Teachers ◽  
Tertiary Level ◽  
Foreign Language Teachers ◽  
Language Classroom ◽  
New Ideas ◽  
Student Centeredness ◽  
Widespread Interest

Since the 1970s, the appearance of humanistic teaching has aroused widespread interest of foreign language teachers. People began to turn their attention to learners’ variations in order to find some new ideas which can be more effective in promoting FLT and personal growth, namely, there appears a humanistic trend which focuses on the students’ affect in learning process, student-centeredness and the individualistic teaching. In order to know whether humanistic teaching has been employed by teachers in tertiary-level FL classrooms in China, a case study has been conducted. Based on the findings of the case study, this paper also proposes a way to apply more humanistic teaching to tertiary-level FLT by exploring some important factors concerning foreign language classroom teaching.

scholarly journals Using Movies in the Foreign Language Classroom: The Movie Journal Approach

2019 ◽  
Vol 43 (4) ◽  
pp. 9
Author(s):  
Eric Bray
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Rich Source ◽  
Foreign Language Teachers ◽  
Educational Benefits ◽  
Language And Culture ◽  
Language Classroom ◽  
Foreign Language Classroom

Foreign language teachers often want to use movies in the classroom because movies are a rich source of both language and culture and contain themes that can stimulate thought and discussion. However, showing movies to students without doing the time-consuming preparation of tasks for students to do before, during, or after watching the movie can limit the educational benefits. Using a movie journal solves this problem, and contains questions that students answer after watching a section of the movie in class. Writing in a movie journal before discussing the movie leads to more productive discussions as students have a chance to think about what they want to say and how best to express these ideas in the foreign language. 映画は言語と文化の宝庫である。思考や活発なディスカッションを促進させるテーマを含んでいるため、外国語教師はよくクラスで映画を使っている。視聴前・視聴中・視聴後に学生たちが行うタスクを準備して使用している。しかし、その準備には多大な時間がかかる。だからと言って、課題の準備もせずに、ただ映画を見せるだけでは教育学的利益は損なわれる。映画のセクション毎に学生が質問に答える形式のMovie Journalは、その問題を解決することができる。映画について話し合う前にMovie Journalで事前学習をすることで、学生たちが何を言いたいのか、自分の考えを外国語でどのように表現すれば一番伝わるのかを考える機会が生まれ、それがより活発なディスカッションにつながる。

Sign in / Sign up

Export Citation Format

Share Document