LANGUAGE IN THE CLASSROOM

LANGUAGE IN THE CLASSROOM

1. CLASSROOM FUNCTIONS

   • Are the purpose for which we use language in the classroom
   • TEACHER LANGUAGE
     • Getting learners' attention: usually short utterances, and they can be different from one group to another.
       • Example: Stand up, Adam
     • Instructing: Give instructions in a imperative way.
       • Example: Adam will ask and Eve will answer.
     • Modelling: Teacher models the language to the students. Most of the time in an oral way.
       • Example: May I borrow your pencil, please?
     • Encouraging: when students are lack of confidence give them a little help for expressing better.
       • Example: Now come on, Eve
     • Nominating: Help for giving students confidence because we know them.
       • Example: Oh, er Shona and Brenda
     • Prompting: to say something to help learners think of ideas, or remember a word by giving them part of it.
       • Example: Come on, Shona , ask...
     • Narrating: To tell a story or talk something that has happened.
       • Example: Shona tell us the end of the story.
     • Explaining: to show the meaning of new language by realia.
       • Example: Shona show us the soccer ball.
     • Correcting: To use language to indicate where or how learners have made a mistake.
       • Example: Oh oh... There's something wrong.
     • Instructing: To give information on how to do an activity.
       • Example: Open your books to page ...
   • LEARNER'S LANGUAGE
     • Learners' mistakes
       • Slips: When a student makes a language mistake that they are able to correct themselves.
       • Errors: a mistake that a learner makes when trying to say something above their level of language.
         • stage of learner's development.
         • L1 interference
       • Mistakes results in problems of accuracy.
       • Appropriacy: Students don't use language suitable for the context.
       • Mistakes can be
         • Pronunciation
           • incorrect pronunciation
         • Grammatical
           • Wrong/incorrect verb form
           • Unnecessary auxiliary used as a part of the wrong tense.
           • Wrong/incorrect subject-verb agreement
           • wrong/incorrect (dependent) preposition
           • Unnecessary article
         • Inappropriate style /register
         • Lexical
           • wrong/incorrect adjective
         • Spelling
           • wrong/incorrect spelling (plurals)
         • Punctuation
           • Inaccurate use of full stop.
         • Oral
         • Written
     • Depend on the stages of a lesson.
       • Teacher hands out reading text and give instructions for the pre-reading discussion task.
         • Repeating.
         • Asking for clarification
         • Suggesting
         • Giving reason
         • Negotiating
         • Checking
       • Teacher enters a noisy classroom and ask students to be quiet.
         • Expressing doubt/surprise.
         • Greeting
         • Apologising
         • Explaining
         • Checking answer
         • Accepting a correction
       • Teacher sets the question for the reading task. Learners do it individually, then check in pairs before the teacher checks with the class..
         • Acknowledging (showing you have noticed)
         • Negotiating
         • Confirming answer
         • Agreeing
         • Disagreeing
         • Asking for an opinion
         • Providing information
       • Teacher asks the learners to retell the story in their own words, checking understanding of vocabulary at the same time.
         • Retelling a story
         • Summarising
         • Explaining
         • Giving a definition
         • Speculating
         • Repeating
         • Self correcting
       • The teacher sets homework for the following day. The lesson ends.
         • Checking instructions
         • Asking for clarification
         • Confirming information
         • Saying goodbye