Classroom Language Analysis
Teacher’s Role in Questioning and Error-correction
Introduction
As Raymond Wlodkowski (1986:144) stated, “Any learning activity can become satiating; it happens to everyone, often without any intention on our part. Satiation is what lies behind the ‘divine discontent’ of human existence.”, it is true that learning a second language is an happy but arduous process. To keep pace with this “human nature” as well as the changing educational realities and functional definition of language, a large number of educators around the world have adopted various roles in language classrooms, which focus on developing “communicative competence” and comprehensibility. Although leaners have come under the spotlight in language …show more content…
It is an effective observational tool that allows researcher to examine and evaluate teaching quality scientifically and systematically. The table 1.1 below shows the Flanders’ Ten Category System and it attempts to divide all kinds of verbal behavior that happens in classroom into three main categories: teacher talk, pupils talk and silence or confusion; and ten …show more content…
Take line 41 and line 92 for example, when pupils are supposed to memorize certain grammar or spelling rules, display and closed questions come in handy because they are workable and practical (Gall, 1984). Furthermore, in consistent with pupils’ English language level (pre-intermediate), teacher chooses display and closed question over referential and open-ended question in the drilling episode to boost pupils’ confidence for lower level students are more likely to perform better under highly instructive questions. What’s more, when promoting communicative skills, teacher tends to adopt open-ended and referential question, such as line 107 and line 109 are the questions that the teacher encourages students to form syntactical answers containing subjective information.
Furthermore, the 63.16% teacher question ratio, 67.39% teacher response ratio and 4% silence/confusion ratio in the table 1.3 indicates that the act of asking questions is her prominent method of teaching and the constant responding to pupils’ answers is the most common interaction in this classroom. In addition, the exceptionally low percentage of silence or confusion from students shows that the interaction of question-response is rather effective in achieving pedagogic
Teacher’s Role in Questioning and Error-correction
Introduction
As Raymond Wlodkowski (1986:144) stated, “Any learning activity can become satiating; it happens to everyone, often without any intention on our part. Satiation is what lies behind the ‘divine discontent’ of human existence.”, it is true that learning a second language is an happy but arduous process. To keep pace with this “human nature” as well as the changing educational realities and functional definition of language, a large number of educators around the world have adopted various roles in language classrooms, which focus on developing “communicative competence” and comprehensibility. Although leaners have come under the spotlight in language …show more content…
It is an effective observational tool that allows researcher to examine and evaluate teaching quality scientifically and systematically. The table 1.1 below shows the Flanders’ Ten Category System and it attempts to divide all kinds of verbal behavior that happens in classroom into three main categories: teacher talk, pupils talk and silence or confusion; and ten …show more content…
Take line 41 and line 92 for example, when pupils are supposed to memorize certain grammar or spelling rules, display and closed questions come in handy because they are workable and practical (Gall, 1984). Furthermore, in consistent with pupils’ English language level (pre-intermediate), teacher chooses display and closed question over referential and open-ended question in the drilling episode to boost pupils’ confidence for lower level students are more likely to perform better under highly instructive questions. What’s more, when promoting communicative skills, teacher tends to adopt open-ended and referential question, such as line 107 and line 109 are the questions that the teacher encourages students to form syntactical answers containing subjective information.
Furthermore, the 63.16% teacher question ratio, 67.39% teacher response ratio and 4% silence/confusion ratio in the table 1.3 indicates that the act of asking questions is her prominent method of teaching and the constant responding to pupils’ answers is the most common interaction in this classroom. In addition, the exceptionally low percentage of silence or confusion from students shows that the interaction of question-response is rather effective in achieving pedagogic