In second language learning classroom, questions are considered to be the key for interaction and sequence of class procedure (Celce-Murcia, Brinton & Snow, 2014). Some questions can lead sequence of class and inspire students to think. For example in Excerpt 1, before introducing Valentine 's Day, I asked students to describe the picture related to this holiday.
Excerpt1
1 T: It is Valentine 's Day. You see this picture? What 's in the picture?
2 ((pointing at picture)).
3 S1: Flowers
4 T: Great. a bunch of flowers. And?
5 S4: Chocolate.
6 T: Good. Sabrina see a box of- (1)chocolate in this picture. Anything else? (3)What is this? Edmund, what is this?
7 S5: Letter. Considering students ' language proficiency and their silent period, I simply asked students what 's in the picture so that all they need to do was to say some words or phrases. This is an easy open-answer question that students can name anything they know in the picture. Unlike other questions such as "how did you spend your holiday," which requires more talk and longer utterance, students did not keep silence but can give some answers. Student 1 immediately gave answer "flowers", …show more content…
Considering the class objective was to learn holiday and review past tense, it is necessary to give corrective feedback. However the students need encouragement to communicate, so explicit correction is discouraging, as Ortega (2009) suggests the negative feedback on this type of correction. I recast by saying "watched TV". Then I simply asked "right?" but did not clarify whether student realize his mistake or not. However, in another part when I gave feedback on one student 's answer" eat dinner" I correct by first gave credit to her answer "great!" Then recast "you had dinner, right?"To clarify whether she could understand, I asked her to repeat after me by saying" had
Excerpt1
1 T: It is Valentine 's Day. You see this picture? What 's in the picture?
2 ((pointing at picture)).
3 S1: Flowers
4 T: Great. a bunch of flowers. And?
5 S4: Chocolate.
6 T: Good. Sabrina see a box of- (1)chocolate in this picture. Anything else? (3)What is this? Edmund, what is this?
7 S5: Letter. Considering students ' language proficiency and their silent period, I simply asked students what 's in the picture so that all they need to do was to say some words or phrases. This is an easy open-answer question that students can name anything they know in the picture. Unlike other questions such as "how did you spend your holiday," which requires more talk and longer utterance, students did not keep silence but can give some answers. Student 1 immediately gave answer "flowers", …show more content…
Considering the class objective was to learn holiday and review past tense, it is necessary to give corrective feedback. However the students need encouragement to communicate, so explicit correction is discouraging, as Ortega (2009) suggests the negative feedback on this type of correction. I recast by saying "watched TV". Then I simply asked "right?" but did not clarify whether student realize his mistake or not. However, in another part when I gave feedback on one student 's answer" eat dinner" I correct by first gave credit to her answer "great!" Then recast "you had dinner, right?"To clarify whether she could understand, I asked her to repeat after me by saying" had