Transcript of Concepts in t fronted classroom discourse
- 1. Concepts in T-fronted Classroom Discourse Adapted from
INTERACTIONS DURING TEACHER-FRONTED CLASS TIME OF ENGLISH CLASSES
IN A CHINESE UNIVERSITY By Xiaoyan Xie Xie, 2008
- 2. Interaction: Monologic or Dialogic?Monologic Dialogic T has
pre- T modifies determined and expands script. on Ss talk T and TB
are Many voices dominant in the voices classroom Share examples in
your transcripts of all four characteristics if possible
- 3. The Default Instructional Pattern: T-Initiated Monologic IRF
Usually a T: QUESTION Initiating T knows answer Usually short S:
Response & simple Comp. check USUALLY T: Follow-
EVALUATIVEShare your IR up Closes(evaluative) F
exchangesequences
- 4. F: Evaluative or Communicative? IRF: IRF is Everywhere
(West, China, etc) F is key: E For highlighting S errors (L2 &
Content) C For scaffolding towards independent S functioning But Ts
mostly use F to close, not open the floor to Ss (Good!, Correct!,
Perfect!)
- 5. Monologic IRF: Educationalvalue? Facilitates Ts Hard for Ss
to startcontrol more than or challenge ss learning discourse
Changes Ss T controls From discovery to Ss learn how to direction,
turn &ways of knowing transmission NOT think form of discourse
Harder to China and the Used with slowerrecall/understand
socioeconomic groups, they get gap info (than in slower gap
widens/perception discussion) widens of English
- 6. Monologic IRF: Conclusion lead Ss easily Enables T Evaluate
Ss to utterances Maintain order Initiative Independent thinking
Reduces Ss Development of conversational skills Proficiency growth
Has its placebut Monologic Should NOT be the IRF norm for language
classroomsShare your monologic IRFs
- 7. Dialogic IRF: its all in the F justifications anything
connections goes F is Context- dependent counter- clarification
arguments elaborationShare your dialogic F-moves
- 8. Feedback on Content or MeaningWalsh 2003: ECHOTs echo:
unreal conversation reformulationDisturbs flow of ss utterance
Engages ssMakes excessive t-talk Paraphrase (more Obstructs Ss
learning elaboration appropriate Sustains model) opportunities
interaction Non- F-Move strategies evaluative Builds on ssUse
echo/revoicing verycarefully response contributions Back-
channelling comment Signals Ts genuine Repetition interest
- 9. Dialogic IRF: Why?Dialogic Monologic Extends T S Closes T Ss
Interaction Interaction Ss construct meaning Meaning already with T
known Higher-level cognitive Lower-level L2 use cognitive use of L2
Ss develop proficiency Ss dont learn to by creating with L2 create
with L2
- 10. I&R: Initiate & Respond = Turn-takingHow T and Ss
take, hold,and give the floor By name Call on Ss Invite S to e.g.
Ss raise handa reply Eliciting in Chinese classroomShare the
eliciting s S Very popular, butexamples/strategies you volunteers
Only dominant Ss volunteeruse in your transcript. 2nd -most popular
(40 %) T self- Makes eliciting irrelevant answers Ss learn to
depend on T No language learning
- 11. Turn-taking in IRF The Dangers
- 12. T-initiated IRF: Whats theSolution? T CONTROLS More T
ALLOWS LESS: opportunities MORE: content and for student variation
to participation classroom IRF in learning interaction
- 13. Variation to IRF: 3 typesRecitation Responsive Responsive-
Collaborativdiscourse discourse e Discourse Abandons T- Monologic
More relaxed IRF initiated IRF Ss control much of Ss listen / not
Open-ended Qs classroom active discourse T asks Qs that T expands F
have no known answersResD and RCD: moreopps. for Ss to use L2,
Tlonger & more complex accepts/integrates Ss self-select,
initiate, etc. all S responsesutterancesLook for ResD and RCD Lots
of S-S interactionin your transcripts
- 14. Student-Initiated Interaction When Ss initiate academic and
procedural Qs or They construct knowledge Volunteer F to Ts R to
their I Ss cognition, content knowledge, and S discourse strategies
Engaged are present Most ss must be Exert power taught to do this.
through discourse moves
- 15. Question Types: Engaging Ss Teachers Qs can Elicit Ss
responses Engage & motivate Ss Activate Ss schema Impact
students learning variously Sometimes require modification Allow ss
to co-construct knowledge (converse) with T
- 16. Question types Open Closed Longer answer Very brief
answerDisplaycommonly knownanswerReferentialpersonal answer Share
the T questions in your transcript. Which type(s) dominate?
- 17. Question Types: Global GeneralizedClassroom Research
Findings How common are display questions in daily life? Displa y
How much meaning construction practice do students get with display
questions? Referential How common are display questions in your
transcripts?
- 18. Q Modification and wait-timeMIC Techniques: Rapid Wait-time
Q/no 3 Repeat Wait-time Short seconds Increased participation
Rephrase/Chunk Visuals (gestures, Incomplete Ss initiate objects,
pictures) More complex thoughtless language and Examples & Cues
logic Quiet Ss more Share examples of wait-time or no active
wait-time after your questions: Increased what kind of responses do
you quality and quantity of s see? L2 use
- 19. Questioning strategy Must consider Contextual solution
students Attitude Motivation Hong Kong Confucian culture Ts intent
Expand the F- move : showing Same restricted off is not valued
responses: Why? e.g., ask Lose face Referential Qs = 1- Display Qs
= 1- or follow-up longer or 2-word reply 2-word reply questions
utterances risk errors
- 20. Research: THE BEST proficiency developing Qs are tools for
constructing are scaffolding meaning with others In this context,
doing tasks They help Ss achieve otherwise unachievable Within
classrooms utterances. In coursesShare any scaffolding or For
shared goalsmeaning-construction (known reasons)Qs in your
transcripts.Whats the percentage?
- 21. Non-Question Moves Statements: suggesting, guessing
Pausing, listening Pictures/visuals/realia Wondering aloud
(conversational) ss want to help T
- 22. The Importance of Context Evaluate Ss recall E.g., Intent
of Display Q Control ss interpetation Classroom context Low quality
response Korean Ss perceive test Hamper ss thinking Effectiveness
of Ts T shows sincerity & questioning personal interest in Ss
E.g., Intent of Display Q responses Ss interp. of Ts Ts intent
intent Higher cognitive processingShare evidence of showing Korean
Ss perceive T More complex responsepersonal interest in ss
caresresponses in your transcripts. Isit easy for ss to perceive
yourinterest?
- 23. Feedback on L2 Accuracy The The Some Asian uni good Can
prevent L1 bad ss dont want any more EC rule transfer Want
communicative practice Allows learners to modify or confirm Very
few effective interlanguage techniques rules Helps Ss noticeFind
examples of the gap between TL and theircorrective
utterancefeedback(linguistic) in yourtranscript.
- 24. EC: Accuracy - Some results T gives correct version
Explicit Ss cant reformulate, self-correct, or negotiate form Most
common eventually ss may notice/produce correct form Recasts Other
ss may also benefit from Ts recast to one S Elicitation Ss self- or
peer- correct -- negotiate form Metalinguistic T: You need past
tense S: negotiate formClarification request negotiate form
Repetition
- 25. E.C. Sociocultural Perspective EC within Ss Should be
knowledge frame negotiated Ss must self- or (ZPD) is most
(led/scaffolded by peer- correct effective T, but done by S)Correct
errors, not (self- attempts. reliance, autonomy) Share evidence of
leading Ss to self- or peer- correct in your transcripts.
- 26. The Quality of Classroom LifeIf the goal is proficiency
development, classroom interaction is onlyuseful if it helps Ss
improve proficiency.Classroom discourse must be optimized to
enhance the quality ofclassroom life of a particular T and Ss.In
other words, all CI and CD depend on a unique context. So theright
way to teach is to become adept at planning CI and CDpractices, and
then making crucial decisions about changes inpractices on the
fly.
- 27. Classroom Life isSituated Discourse Institutional
goals/Constraints Participant goals/constraints TASK of the
exchange Relative positions of participants
- 28. Affective Dimension Number S involvementand kind Mutual
respect Individually personalized of Ss questionsdiscourse Ss feel
like individuals Affirmation of ss responses (real depend
listening/consideration) on an Use ss response in next teaching
moments ethos of
- 29. Mother Tongue Use As much asAs little as necessary
necessary (Ss (when there is should not feel another way, use it)
discouraged in class)
- 30. T Identity Discourse style T is sole legitimate knowledge
provider A T who knowingly creates monologic classroom discourse
believes Ss cannot self-acquire knowledge A Ts beliefs about
teaching dictate his/her classroom discourse style Meaning is
interactively constructed A T who knowingly creates dialogicBased
on your classroom discourse believestranscripts, where is Authority
for learning isyour classroom shared (distributed)discourse style
alongthe monologic Dialogic continuum?
- 31. T-identity in Asian (Chinese) contexts Transmission mode (T
talks, ss listen) Emphasize language points - test No actual L2 use
Teach as they were taught (little professional development) L2 use
is unimportant L2 linguistic knowledge is important - test
- 32. S- Identity in Asian (Chinese) contexts Traditional values:
Reticent Face collective > individual (1 Reluctant should not
bother Unvolunteering others) modesty (no showing Uninitiating
off/going first) Unanswering respect of elders/seniors
(noCharacteristics Brief replying challenge/address, eye Respect T
and Causes contact) Learned school practice textbook Ts Discourse
style Limiting range of low- level Qs Minimal wait-time Share
moments where ss interaction is unimpressive. What do you think are
the causes? How can you fix these moments?