Tasks as solution of the problem
Reasons to observe learner’s behaviour
Approaches to observation in the language classroom studies
Data recording problems
Types and evidences of validity
System-based approach
Evaluation of documents
The frame of the observation tasks
Test on reliability and validity of variables
Social climate
Learner motivation
Description of the task
Learner as a doer
Description of the task
Learner level
Phases of the observation period and their objectives
Choose a range of six students of different gender and language level to comment on their motivation for learning
In the far right column, record the strategies used by the teacher to adjust learner level. For example
Навигация
Choose a range of six students of different gender and language level to comment on their motivation for learning
Learner observation tasks as a learning tool for pre-service teachers
149109
знаков
4
таблицы
0
изображений
3. Choose a range of six students of different gender and language level to comment on their motivation for learning.
During the lesson:
1. Consider these students’ behaviour in class and describe the learning activity in which this behaviour occurs. The far right column is for any other comments, such as the manner or emotional behaviour, whether the motivation is descried as instrumental, or integrative.
| Student’s name | Signs of high/ low motivation | Learning activity | Comment |
| Mark | a) e.g. Finishes the task first b) | Filling the gap in grammar exercise | The desire to get a good mark, as he enquires about the grade he can get, instrumental |
| Peter | a) e.g. volunteers the answer b) | Comprehension check after first listening | Is fully involved into the lesson, integrative. |
After the lesson:
1. Consider the data you have collected. Comment on the linkage between the columns 2 and 3.
2. Which learning activities enhance integrative motivation and which of them promote instrumental one?
3. Which type of motivation prevails with female and male pupils.
Reflection
How important is that the teacher should know different motivations of her students for learning the language?
How important is the role of feedback and rewards. What activities should be praised?
How do students judge their own learning abilities? Do they over- or under-estimate their capabilities? What is the degree they value their efforts to the learning activity.
How does students’ motivation influence on the task performance?
In what way might this data effects you when you plan a lesson with this group of learners?
Appendix 3
Learner as doer
Before the lesson
1. Arrange to observe language and learning behaviour of students at a lesson. Describe the manner of doing and materials they use. For example, students might
a. respond in a low voice but accurately;
b. speak fast but with errors;
c. produce long utterances without haste and emotions;
d. think for long time before giving the answer
e. highlight some passages with fountain pen or marker;
f. volunteer to go to the blackboard;
g. give the answer first to the comprehension question after first listening;
h. finish fill-in the gap exercise on the blackboard first;
i. face his partner during the pair-, group work;
j. use colloquial expressions in the cues;
k. volunteer to dramatize the dialogue
2. Think of the learner’s affective (extroversion, introversion), cognitive (Field-dependent, Field-independent), and sensory (auditory, visual, kinaesthetic) preferences in accomplishing learning activities.
3. Make yourself familiar with the chart below.
During the lesson
1. Observe the lesson from the point of view of what and how the learners actually do.
2. Make notes in the chart below.
- outline the learning activity;
- describe the action and the manner of doing;
- comment on learners’ preferences, for example, whether the learner is good at working independently, or in cooperation with the partner, receiving or producing the language.
| Learning activity | Learner’s name | What & how learner does | Comment on learner’s preferences |
| e.g. presentation of the dialogue | Philip | dramatizes a dialogue with emphatic intonation | Enjoys and good at acting, prefers to produce language. FI, kinaesthetic |
After the lesson
1. Together with the classroom teacher group students according to their learning preferences.
2. Considering the data you have collected which activities in the lesson do you consider the most valuable for the learners? Explain your thoughts.
Reflect
What is the congruency between learners’ behaviour, preferences and learning activities?
To what extent the teacher should cater for learning preferences in planning a lesson? In what way learning activities can develop students’ learning styles?
Which approaches, materials, or techniques are you going to employ which suit student’s natural learning styles and can develop other skills in future planning of the lesson?
Appendix 4
Learner level
Before the lesson:
1. Arrange to observe a class.
2. Meet with the teacher and find out the learner’s language level. Have the student’s grade as a key. You might have made your assumptions about their level during previous observations.
3. Make yourself familiar with the chart below.
During the lesson
1. Look for overt evidence of the students’ level. Consider language competence (vocabulary, grammar, pronunciation), communicative competence (fluency of speech production, initiation, adequate response). Try to make records of students’ speech production.
Похожие работы
... learners. Chapter 2 describes importance of using pair work and group work at project lessons. Chapter 3 shows how to use project work for developing all language skills. Chapter 4 analyses the results of the questionnaire and implementation of the project work “My Body” in form 4. 1. Aspects of Intellectual Development in Middle Childhood Changes in mental abilities – such as learning, memory, ...
... CLT: "Beyond grammatical discourse elements in communication, we are probing the nature of social, cultural, and pragmatic features of language. We are exploring pedagogical means for 'real-life' communication in the classroom. We are trying to get our learners to develop linguistic fluency, not just the accuracy that has so consumed our historical journey. We are equipping our students with ...
... finding excuses for leaving the classroom, or bothering the teacher with questions. The committed student, on the other hand, devours more and more knowledge. Basic to the success of independent work is a student's commitment to it. When a student recognizes his or her own ignorance and sees work as the way to overcome it, commitment grows. If the teacher tests often and tests widely, the teacher ...
of promoting a morpheme is its repetition. Both root and affixational morphemes can be emphasized through repetition. Especially vividly it is observed in the repetition of affixational morphemes which normally carry the main weight of the structural and not of the denotational significance. When repeated, they come into the focus of attention and stress either their logical meaning (e.g. that of ...
0 комментариев