Impact of teacher discourse in improving communicative competence final
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The document discusses the impact of teacher discourse on the communicative competence of low-achievers, highlighting the importance of effective classroom interaction and teacher-student dynamics. It emphasizes the teacher's role in facilitating discourse, providing strategies for error correction, and creating a supportive learning environment. Additionally, it addresses the significance of questioning techniques and establishing norms to encourage student participation and enhance their learning experience.
![“Interaction does not simply happen…in an
acquisition rich classroom, [it] is instigated
and sustained by the teacher. While
learners clearly have a significant role to
play, it is the teacher who has prime
responsibility.”
(Walsh, 2006, p. 19)](https://image.slidesharecdn.com/impactofteacherdiscourseinimprovingcommunicativecompetencefinal-190416040726/85/Impact-of-teacher-discourse-in-improving-communicative-competence-final-9-320.jpg)
![T: Who wants to be a millionaire? Who wants it?
T: Who wants to become rich (use alternate words)
S: [Silence] Wait for 3-5 sec
T: No one? You don’t like money? (tag question)
S: [Silence] Wait for 3-5 sec
T: What about you, Anum? Do you like money? (nominate)
S: Yes
T: What would you do if you had a large amount of money? (ask for
opinion)
S: I will buy things.
T: Great!!! (appreciative) Tell me more about it…
S:………..
T: Is it, Areeba?
S: …………….
T: Really? How?
T: "Wealth is the ability to fully experience life." What do you think
of this quote?
Analysing Patterns of Classroom Interaction](https://image.slidesharecdn.com/impactofteacherdiscourseinimprovingcommunicativecompetencefinal-190416040726/85/Impact-of-teacher-discourse-in-improving-communicative-competence-final-38-320.jpg)
Impact of teacher discourse in improving communicative competence final
- 1. Impact of Teacher Discourse in Improving Communicative Competence of Low- Achievers Saima Abedi Karachi, Pakistan
- 5. Lesson 1 Discussion It is important to appreciate cultural diversity for building strong communities. How far do you agree? Support your arguments with logical reasoning.
- 6. T: What are some things that define a culture? S: Silence…… (1 sec waiting time) T: Nobody knows that. S: Looking around…. T: Oh no problem! Let me tell what are these things? Analysing Patterns of Classroom Interaction
- 7. Lesson 2 Binge eating is creating many health issues in the youngsters. To deal this issue, your teacher has asked you to write a speech. Write your speech based on the following details: •Description of this disorder •Health concerns related to binge eating •Ways to treat or alleviate (reduce) this problem You speech should be interesting and informative.
- 8. T: Do you know what is binge eating? S: Eating something when you are hungry…… T: No. That’s incorrect. In binge eating you eat even when you are not hungry. Analysing Patterns of Classroom Interaction
- 9. “Interaction does not simply happen…in an acquisition rich classroom, [it] is instigated and sustained by the teacher. While learners clearly have a significant role to play, it is the teacher who has prime responsibility.” (Walsh, 2006, p. 19)
- 10. Walsh SETT framework SETT: Self Evaluation of Teacher Talk
- 12. Time-out Reminder Well done Time-Out Reflect Think about your choices Time to take better decision Reminder Think about your choices more wisely There’s always room for improvement Well Done An organised teacher! Making great choices! Two thumbs up!!!
- 13. What's the Best Way to Start a Lesson?
- 15. How much time do you give to your students for responding a question? Support your answer with reasoning.
- 18. Questioning Technique Do most of your questions consist of students recalling or reproducing facts? Or Do they often use thinking strategies? •Expressing opinions •Supporting them with evidences and reasoning •Developing connections between known and unknown •Applying various versions to tasks
- 19. Display Questions Referential Questions Closed Convergent (Yes/No ; Factual) Elicit learners’ prior knowledge and to check comprehension Only one correct or possible answer Limit students’ contributions to discussion Open Divergent Encourage opinions, elaboration and discussion, generating interest and topic-related vocabulary and expression More than one correct or possible answer Allow students more space for communication
- 22. Discursive Patterns IRE Model of Questioning (Meehan, 1979)
- 24. Let’s Extend the Discussion with PEACO Saima’s Simple Solution Solution
- 29. Error Correction
- 30. Error Correction S: We learn no things. T: No things is wrong. You should say nothing. Explicit Correction Recast S: I have completed the assignment yesterday. T: You completed the assignment yesterday. S: One of my friend is from Italy. T: One of my friend S: One of my friends Repetition
- 31. S: My father watch horror movies. T: Do we say ‘My father watch’? S: My father watches….. S: I have been studying here since five years. T: You have been studying here …………….. S: for five years Meta Linguistic Feedback Elicit S: We didn’t informed our parents . T: Sorry. You what? I don’t understand. S: We didn’t inform our parents . Clarification Request
- 32. Delayed Feedback • Take notes of common errors while students are on task. • Write 7-10 incorrect sentences (incorporate common errors). • Get feedback or play sentence auction game.
- 33. Sentence Auction Game • The aim of the game is to buy as many correct sentences as possible (Have a combination of correct and incorrect sentences) • Each group will have $3000 to spend • Bids begin at $200 • Bids increase by $100 each bid • The sentence will be sold to the highest bidder (remember? "$400 going once, $400 going twice, $400 sold to group X!") • The winner of the game is the group which has bought the most correct sentences.
- 35. Appreciation “Students may not participate if their thoughts are ridiculed, devalued, or ignored. To that end, establishing norms of discourse helps develop safe spaces, establishes boundaries, and moves the discussion forward.” Jabari (2010)
- 36. • Address ideas versus individuals • Ask students more open-ended questions • Provide freedom to express opinion • Organize students in small groups • Embed the spirit of collaboration versus competition • Let students know mistakes are friends not foes • Appreciate them for their little effort
- 37. Teacher Talk Time Vs. Student Talk Time Pesce, C. 5 Worst Mistakes All Beginner ESL Teachers Make https://busyteacher.org/4113-5-worst-mistakes-all- beginner-esl-teachers-make.html
- 38. T: Who wants to be a millionaire? Who wants it? T: Who wants to become rich (use alternate words) S: [Silence] Wait for 3-5 sec T: No one? You don’t like money? (tag question) S: [Silence] Wait for 3-5 sec T: What about you, Anum? Do you like money? (nominate) S: Yes T: What would you do if you had a large amount of money? (ask for opinion) S: I will buy things. T: Great!!! (appreciative) Tell me more about it… S:……….. T: Is it, Areeba? S: ……………. T: Really? How? T: "Wealth is the ability to fully experience life." What do you think of this quote? Analysing Patterns of Classroom Interaction
- 40. Time to Ponder • What are the predominant patterns of classroom interaction between teachers and students in EFL classrooms? • Are the interactions teacher-dominated or student- dominated?
- 41. References: Darn, S. Pros and cons of teacher talking time https://www.teachingenglish.org.uk/article/teacher-talking-time Domalewska, D. (2015) Classroom Discourse Analysis in EFL Elementary Lessons. International Journal of Languages, Literature and Linguistics, Vol. 1, No. 1, March 2015 Hanna Y. T (1986) SECOND LANGUAGE LEARNING ERRORS THEIR TYPES, CAUSES, AND TREATMENT. JALT Journal, Volume 8, No. I Jabari, J. How Rich is Your Classroom Discourse? https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/459/How- Rich-Is-Your-Classroom-Discourse.aspx Mcloughin, A. (2016). 7 Ways to Error Correct. Retrieved from http://elt-connect.com/error-correct/ Mehan, H. (1979). Learning lessons: social organization in the classroom. Cambridge, MA: Harvard University Press. Pesce, C. 5 Worst Mistakes All Beginner ESL Teachers Make https://busyteacher.org/4113-5-worst- mistakes-all-beginner-esl-teachers-make.html Rashidi, N. & Rafieerad, M. (2010), Analyzing Patterns of Classroom Interaction in EFL Classrooms in Iran. THE JOURNAL OF ASIA TEFL Vol. 7, No. 3, pp. 93-120 Walsh, S. (2006) Investigating Classroom Discourse, London: Routledge
Editor's Notes
- #7: ‘From Elicit to inform’
- #9: earners take no responsibility for their own learning but learn what the teacher decides and when. Student autonomy is thus limited
- #10: Walsh, S. (2006) Investigating Classroom Discourse, London: Routledge
- #13: Instructional supports empower ELs to achieve academically and access grade-level material (Gottlieb, 2013) Walsh, S. (2006) Investigating Classroom Discourse, London: Routledge
- #19: the answer to which was already known to the teacher, at other times the answer to the question asked by the teacher was not known to her/him beforehand
- #25: Friendly, Energetic
- #31: Teacher’s Repair Vs Self-Repair
- #38: 50 min lesson (15 min)….. no more than 10 minutes at one time Increasing student engagement ensures less class management issues…. No need to say… Keep quiet, behave, listen, and then react to my factual closed questions ….