Теория и методика обучения иностранному языку (стр. 4 )

7.  Some advantages of self-correction and peer correction are………………………………………………………………………….

1) learners become more………………. 2) learners don’t feel …………………

8.  Some disadvantages of self-correction and peer-correction are: …(for

partners of the same level it’s ………………to hear mistakes or errors)

9.  Five practical ways of giving feedback on spoken errors are:

1)  tone (on the spot correction)

2)  peer correction

3)  making notes (delayed correction)

4)  eliciting of the correct answer

5)  body language correction.

Task 2. Group work Engage. T:10’

Here are some useful hints for indicating and correcting errors of the written language.

S – spelling

P – punctuation (including capital letters)

T – tense

A – article

WW – wrong word

WO – word order

C – connection of ideas

S/P – singular/plural

App – appropriacy (inappropriate style)

?M – meaning isn’t clear

^ - something missing here

- start a new paragraph

 

Stage 1 Elementary. Underline the mistake and write the symbol in the margin.

Stage 2 Underline the whole word or phrase and write the symbol in the margin (…level)

Stage 3 Do not underline the word or the mistake; only write the symbol on the margin (level…)

Stage 4 Put a dot (or a cross, or a tick in the margin for each mistakes)

Any fresh ideas?

Task 3 Activate. Pair work. T: 5’ -------

Read the following examples of learners’ errors and think of efficient ways of indicating what is wrong or correcting.

a)  I go to party the last Saturday.

b)  He like his school.

c)  Give me one butterbread

d)  Where you did go yesterday?

e)  Just a minute!

Task 4 Activate (Home assignment). Task 6

10 situations. What would you do?

p.39 (trainer’s book)

Task5. Engage Tasks for teacher education U.12 We all make mistakes

Work in groups and discuss your sentences. A group secretary presents the ideas of the group.

Group work Timing 7`

Task 6. Engage

Read the passage ‘Reading: Learning Steps’ and decide how far you agree with the point of view of the author.

Pair work Timing 7`

Task7. Engage

Read a passage about the difference between an error and a mistake. What is it?

Pair work Timing 7`

Task8. Engage

Write down some mistakes that you often make when you speak English. Why do you think you make them? What spoken errors have you made recently? Write them down. What caused them?

Individual work Timing 7`

Task9. Activate

1) Work in pairs, make a table:

Pair work

ERROR	POSSIBLE CAUSE

2) Make a group of 4-5. Share your errors and possible causes and add more to your table.

Pair work

3) Compare your table with the one I’ll give to you.

Pair work

Some possible causes of errors:

Typical English errors vary according to first language.

·  Learners are tired or careless and just forget the correct language (=a mistake)

·  The influence of the first language on learning a second language (eg. lack of articles).

·  Learner knows a rule, but the use of it hasn’t become automatic yet.

·  Learners know a rule, but over-generalize: e. g. they know the regular past tense is made by adding –ed, so might create a sentence such as she comed to my party.

·  Learners know they are not correct, but are trying to communicate something quite complicated by using the language they already know.

Correction means helping people to express themselves more accurately.

Try to make correction a part of the teaching and learning process, not something for learning to fight against.

Task 10 Engage. T Class, T:5’ (p.142 J. Harmer)

How should teachers use their physical presence in class?

1)  Complete the chart with situations/activities.

Which might be appropriate for the behaviour described.

Teacher behaviour. Situations

1.  The teacher shouts.

2.  The teacher is at the back of the class.

3.  The teacher is at the front of the class

4.  The teacher is “sitting” on a table round which 4 students are working.

5.  The teacher is sitting on the floor.

Task 11 Activate. Pair work: T: 10

Work in pairs. Do you agree or disagree with the following statements? Give your reasons.

g)  Classes where students sit in straight rows are easier to control.

h)  Classes where students sit in straight rows are old fashioned and stop people learning.

i)  Having students in straight row is the best way to teach a large class.

j)  It is important for students for students to face the teacher.

k)  Students participate more fully in a class where students sit in straight rows.

l)  Students understand thing better when they sit in straight rows.

2. What do you think is the best seating arrangement for the following

situations. Explain your reasons.

a)  You want to have a game in the teams with a class of 40 students.

b)  In your class of 15 students you want them to discuss a topic with you.

c)  In you class of thirty students you want them to work in pairs.

d)  You have some reading tasks in a class of ten students.

e)  Students are designing an advertisement in groups.

f)  The students are going to listen to a tape.

g)  You want to explain a grammar point.

Practice Session

Aims: by the end of the session the students will able to distinguish between an error and a mistake, to make up a list of possible causes of making mistakes.

Materials: ‘A course in language teaching’ P. Ur

‘Task for teacher education’ R. Tanner, G. Green

Steps:

Step 1. Test 1

Work in pairs, read the definition and name the competence:

Pair work Timing 7`

1)  The desire and self-confidence to interact with others as well as ‘empathy and the ability to handle social situations’.

2)  Knowledge of vocabulary items and mastery of certain structural rules through which they are processed into meaningful utterances.

3)  A certain degree of familiarity with the socio-cultural context in which the language is used.

4)  The ability to use and interpret language forms with situational appropriacy.

5)  The ability to use verbal and non-verbal strategies to compensate for gaps in the user’s knowledge of the code.

6)  The ability to perceive and achieve coherence of separate utterances in meaningful communication patterns.

Step 2. Test 2

Match a term to its notion:

Pair work Timing 10`

municative teaching	A. Information that is given to learners about their spoken or written performance, or to trainees or teachers about their teaching. Verbal and non-verbal commentary showing the level of the success of the done task (for example, the mark) or the level of understanding.
2. Method	B. Mechanically training exercise for practising separated vocabulary or grammar structures; it is an accuracy technique.
3. Activity	C. the goal of this teaching method is communication, both in the classroom and in real life. It generally encourages more learner talk for real communicative purposes and a facilitative role for the teacher.
4. Feedback	D. An activity, in which a learner knows something that another learner does not know, so has to communicate. It is used a lot in communicative language teaching (eg. two learners have two different pictures and have to find the differences between them without showing their pictures to each other).
5. Drill	E. Method of doing something, it can be presentation, practice, accuracy, fluency, testing, …
6. Information gap	F. a short task, which is part of a lesson, perhaps lasting 15 –20 minutes. Synonymous here with ‘task’.
7. Technique	G. the procedures and techniques characteristic of teaching.

Step 3. Engage ‘A course in Language Teaching’ P. Ur

1) Evaluation is the sixth basic principle of the Communicative language teaching. Feedback is closely connected with Evaluation. In general, feedback is information that is given to the learner about his or her performance of a learning task, usually with the objective of improving this performance. Feedback has two main components: assessment and correction. In principle correction should include information on what the learner did right, as well as wrong and (why?) teachers and learners understand the term as correction of mistakes. It is, of course, possible to give assessment without correcting. But if a correction is supplied, the learner is aware that this means the teacher thinks something was wrong. A more important thing her is that when the teacher gives feedback, the purpose is to help and promote learning and that ‘getting it wrong ‘ is not ‘bad’, but rather a way into ‘getting it right’. The opinions on assessment in Box 17.1 are based on different theories of language learning or methodologies. As you read, think about and discuss how far you agree with the various statements.

S1 S2 S3

Step 4. Study Statements about feedback Box 17.5

1.  In my opinion a power hierarchy in the classroom is inevitable: the right of the teacher to correct and assess is one expression of it. But the teacher’s role as server and supporter of the learners can’t be neglected. So the two roles are equally essential. (very much agree)

2.  If you have ever undergone assessment yourself, you can recollect the experience of real humiliation. It’s important to recognize that such a possibility exists. (very much agree)

3.  It’s true that positive feedback tends to encourage. But negative feedback, if given supportively and warmly, can be recognized as constructive (totally disagree)

4.  If there are good relationships, praise often becomes unnecessary; frank, friendly criticism is probably more appropriate. (agree to some extent)

5.  Students tend to expect approval as a matter of course and are hurt if they don’t get it. In fact, overused, uncritical praise can begin to irritate. (very much agree)

6.  If peer-correction causes conflict or tension between individuals, this probably means that relationships were not particularly warm. In other words, I do not think that peer-correction in itself can hurt if students feel good with one another (agree to some extent).

GIVING AND RECEIVING FEEDBACK

The purpose is to understand the role of feedback in observation process.

You will get a clear idea of giving and receiving feedback on students’ performance at the lessons during school practice.

Activity. What would you like to know about feedback? Write down your questions.

Feedback		What
How
Who
When

Activity. What is Feedback? Try to explain this word in one sentence.

Feedback is... _______________________________________________________

____________________________________________________________________

Activity. Read the definition of the term ‘Feedback’ and distinguish two main components of it.

In the context of teaching in general, feedback is information that is given to the learner about his or her performance of a learning task, usually with the objective of improving this performance.

Feedback has two main distinguishable components: assessment and correction. In assessment, the learner is simply informed how well or badly he or she has performed. A percentage grade on an exam would be one example; or the response 'No' to an attempted answer to a question in class; or a comment such as 'Fair' at the end of a written assignment. In correction, some specific information is provided on aspects of the learner's performance: through explanation, or provision of better or other alternatives, or through elicitation of these from the learner. Note that in principle correction can and should include information on what the learner did right, as well as wrong, and why! - but teachers and learners generally understand the term as referring to the correction of mistakes, so that is (usually) how it is used here.

Suggestions for improving

FEEDBACK

evaluation

+ =

HOW DO YOU FEEL WHEN YOU GIVE OR RECEIVE FEEDBACK?

Activity. Answer the question of the Feedback Attitude Survey.

Statements about Feedback

Activity. There is a list of statements with an ‘Agree-Disagree’ continuum below each. You may like to add more statements in the spaces provided. Put a cross on the continuum for each statement to indicate how far you agree with it.

1.The fact that the teacher gives feedback on student performance implies a power hierarchy: the teacher above, the student below.

Very much Totally

agree disagree

2. Assessment is potentially humiliating to the assessed person.

Very much Totally

agree disagree

3. Teachers should give their students only positive feedback, in order to encourage, raise confidence and promote feelings of success; negative feedback demoralizes.

Very much Totally

agree disagree

4. Giving plenty of praise and encouragement is important for the fostering of good

teacher - student relationships.

Very much Totally

agree disagree

5. Very frequent approval and praise lose their encouraging effect; and lack of praise may then be interpreted as negative feedback.

Very much Totally

agree disagree

6. Teachers should not let students correct each other's work, as this is harmful to their relationships.

Very much Totally

agree disagree

7. ……………………………………………………………………………………..

Very much Totally

agree disagree

8. ……………………………………………………………………………………

Very much Totally

agree disagree

HOW TO GIVE AND RECEIVE FEEDBACK?

Activity. The following guidelines may help you improve your feedback skills. Read them and define the qualities that a giver of feedback should possess. Write them down in the right-hand part of the chart.

Guidelines

Qualities

Giving feedback 2.  Feedback is better when solicited rather than when imposed. In works best when the receiver has asked for it to be given. 3.  Consider the timing. In general, feedback is most useful at the earliest opportunity after the given behaviour (depending, of course, on the person's readiness to hear it, on support available from others, etc). 4.  Be descriptive rather than evaluative. Describing what we actually hear and see reduces the need for the other person to react in a defensive way. 5.  Reveal your own position or feelings vis-à-vis the other persons. For example: 'I find it very frustrating when you turn up late to meetings.' 6.  Be specific rather than general. To be told that one is disorganized will probably not be as useful as to be told: 'When you were asked to produce the report on assessment you left it to the last minute and it wasn't very convenient.' 7.  Take into account the receiver's needs as well as your own. Feedback can be destructive when it serves only our needs and fails to consider the needs of the person on the receiving end. 8.  Direct it towards behaviour that the receiver can control. 9.  Check to ensure dear communication. One way of doing this is to have the receiver try to rephrase the feedback s/he has received to sec if it corresponds to your understanding of what you have just said. 10. When feedback is given in a group, allow giver and receiver the opportunity to check the accuracy of the feedback with others in the group. Those are the main skills of feedback and for giving positive feedback they, arc quite straightforward. Simply describe the actions and results in a straightforward way and add your comments on the achievement. When giving negative feedback you might find the following sequence effective: 1.  Describe the actions you observed and their results. 2.  Ask the individual if those were his/her intended results. 3.  With a typical 'No' response ask what their intended results were. 4.  Then ask what they could have done differently to achieve their desired results. 5.  Identify any possible barriers to 'doing things differently', i. e. lack of skills or resources. 6.  Discuss any alternative course of action. 7.  Agree a way to handle future, similar situations. 8.  Conclude by summarizing the main points discussed and the actions agreed.

Activity. Read the guidelines again. Use them to fill in the left column of the chart below (Giver).

FEEDBACK PROCEDURE

Giver	Receiver
- ask for feedback	- ask for feedback
- agree upon the criteria	-
- record data carefully	- make some notes during the event
- give feedback within 24 hours of the observation (at the earliest opportunity)
- listen to the teacher’s interpretation	- interpret factual data with reference to the criteria
- initiate a discussion	- participate in the discussion
- start with positive feedback. How?	-
- balance positive with negative	-
-  give negative feedback. How? -  describe the actions you observed and their results	-
-	-
- with a typical ‘No’ response ask what her intended results were	-
-	-
- identify any possible barriers to ‘doing things’ differently	-
-	-
- agree a way to handle future, similar situations	- make notes on suggestions
-	-
- end on a positive note	-
- thank the receiver	-
	- tell him / her what specific information you have found useful

LANGUAGE OF FEEDBACK