Encouraging discovery and discussion with lower level … · •Discrete items of grammar ......
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Encouraging discovery and discussion with lower level
students
Danny Norrington-Davies
International House London/King’s College London
English UK Academic Conference 2018
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What do we want from materials?
• To be cognitively and affectively engaging
• To give students opportunities formeaningful language use
• Opportunities for feedback on their languageuse
• To help students make genuine discoveriesabout language
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A common situation
• “When teaching lower levels there may be feweropportunities to improvise or engage in dialogictalk than with higher proficiency learners”(Richards, 2017)
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Why might this be the case?
• Comprehension questions (CQs)
• Discrete items of grammar
• Practice activities
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Problems with CQs
• They don’t engage students with the content
• They are not particularly cognitively demanding (Freeman 2014; Mishan & Timmis 2015)
• Answers are pre-chosen by the materials writer
• They encourage a testing procedure (Swan and Walter 2017)
• Can lead to text processing weaknesses (Davoudi & Sadeghi 2015)
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4 question types (Freeman 2014)
• Comprehension questions (CQs)
• Language questions (LQs)
• Evaluative questions (EQs)
• Personal Response Questions (PRQs)
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Distribution of question types
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Distribution of question types
110
282
18 1515 10
0
50
100
150
200
250
300
Reading Listening
CQs EQs PRQs
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Significance
• 87% of questions are CQs
“..the literature shows that the mostfrequent and dominant type of questioningstrategy used in classrooms is displayquestions which address lower-levelcognitive processes and have predictableanswers” (Davoudi & Sadeghi 2015:86)
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Significance
• Out of 88 texts, students evaluate orpersonally respond to only 28 (31%)
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A tale of 3 texts and 3 teachers
Speakout Elementary (Pearson 2011)
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Linda’s lesson
• Speakout Elementary (Pearson 2011)
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Questions in the course-book
Speakout elementary (Pearson 2011)
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A personal response task
‘Would you like to be part of a family likethis?’
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Student responses
• Edima: Oh my god no! Too many people!
• Jhonni: Is big table in the house for dinner, no?
• Jhonni: (Mimes banging on the door) “I need the
bathroom. I need the bathroom”
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Student responses
• Maura: In my house in Chile is always 20 people.
Brother, sister, nietos, cousins, friends. No problem.
• Jose: I has 5 brothers and 3 sisters. Is nice because
the friends for your brother are friends for you.
And your old brothers always your home. It’s no
boring. “We do this?” Your plans your brother
plans.
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A practice activity
Speakout elementary (Pearson 2011)
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Student responses
• Jose: I has 5 brothers and 3 sisters. Is nice because
the friends for your brother are friends for you.
And your old brothers always your home. It’s no
boring. “We do this?” Your plans your brother
plans.
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Focusing on emerging language
• Learners are more predisposed to notice languagefeatures relevant to the task they have performed(Johnson 1988 in Thornbury 1997)
• Helps learners 'notice the gap' in their currentstage of interlanguage. (Ellis 1995 in Thornbury1997 )
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My lesson
• Speakout Elementary (Pearson 2011)
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Comprehension questions
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A personal response question
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Student responses (9 minutes)
• Edima: Well…. I don’t like that the bathroom is for
everyone. It’s horrible! (Groans) I need my
bathroom only for me. For 3 months? No.
• Muhammad: I don’t like because…. people sit
down the bus, some people sleep… and them
(mimics snoring)
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An evaluative task (15 minutes) A married couple with kids
Yes/No?
Why/why not?
A mother and teenage son
Yes/No?
Why/why not?
A single female traveller
Yes/No?
Why/why not?
A retired couple
Yes/No?
Why/why not?
A young couple
Yes/No?
Why/why not?
Your teacher
Yes/No?
Why/why not?
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Student responses• Johnni: (Having children on the bus) is too much
stress for other…. viajeros
• Maura: Is more safe for her (single traveller)
• Edima: The teenager want to be alone. Not alone
with her mother. He want to be alone with her
friends or her phone
• Maura: Two friends is the best
• Johnni: For me yes because my mother is very
funny
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From rules to reasons
• Why are we using ‘would’?
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From rules to reasons
Edima: Gustaria
Teacher: Yes. Yes. Can you explain?
Edima: It’s the future that you like to do but (points to head)….. it’s in my mind.
Johnni: Is opinion.
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Roy’s lesson
Speakout elementary (Pearson 2011)
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Roy’s lesson
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Roy’s lesson
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Conclusion
• Limit comprehension questions
• Ask more evaluative questions and personalresponse questions
• Work with what emerges from discussions
• Explore language through tasks as well as texts
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https://dannynorringtondavies.wordpress.com/conference-presentations/
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Bibliography & useful reading
• Davoudi, M. & N. Sadeghi (2014) Systematic review of research on questioning as a high-level cognitive strategy. English Language Teaching 8/10, 76-90
• Freeman, D. (2014). Reading comprehension questions; the distribution of different types inglobal EFL textbooks. In N. Harwood (ed.) English language teaching textbooks: Content,composition, production. Basingstoke. Palgrave McMillan.
• Mishan, F. & I. Timmis (2015) Materials Development for TESOL. Edinburgh: EdinburghUniversity Press.
• Norrington-Davies, D. (2018) From rules to reasons and other tweaks. In Bouckaert, M., M.Konings & M. van Winkelhof (Eds.) Meaning-focused materials for language learning.Newcastle upon Tyne: Cambridge Scholars Publishing.
• Richards, J. (2017) Teaching English through English: Proficiency, pedagogy andperformance. RELC Journal. 48/1, 1-24
• Swan, M. & C. Walter (2017) Misunderstanding comprehension. English Language TeachingJournal.71/2, 228-236.
• Thornbury, S. (1997) Reformulation and reconstruction: tasks that promote noticing.English Language Teaching Journal.51/4, 326-335.