Classroom management

Classroom Management

Corrective feedback

Group work

errors and mistakes

views on errors and correction

The affective dimension of corrective feedback

The corrective feedback process

Efectiveness of corrective feedback

mistake

error

the learner says sth incorrect

he/she is capable of correcting

the learner cannot be self-corrected

types of error

a) grammar

b) pronunciation

c) meaning

d) appopriacy

5 language learning theories and corrective feedback

behavioutist learning theory

cognitive code-learning theory

monitory theory

communicative approaches

interlanguage theory

possitive feedback

negative feedback

reinforce language habits

teachers give grammatical explanations and model the correct responses

Mistakes are an unfortunate and unavoidable part of the learning process

they should always be corrected to prevent recurrence

corrective feedback doesn´t help the learner acquire the language

it contributes to the learner's conscious monitoring of output

the aim of this approach is to convey and receive meaningfool messages

correction focuses on mistakes which impede communication

feedback allows learners to confirm, disconfirm and modify

the hypothetical, transitional rules of their developing grammar

corrective feedback will affect learner along

positive emotive cotinuum

neutral emotive cotinuum

negative emotive continuum

Who corrects?

How do we encourage self-correction?

When?

self-correction is preferable to direct teacher correction

teachers give feedback to students on their oral performance

it depends on the aim of the activity in which students are engaged

students learn the language effectively

by communicating meaningfully in target language

though negociating and constructing meanings

Advantages

&

disadvantages

Managing group work in the classroom

Collabortative/

Cooperative

Learning

Making collaborative learning work

Individualisation

Advantages

Disadvantages

sts get more target language practice

independence

motivation of

cooperation in the classroom

better language usage in meaning negociation

teachers indivilualise their teaching

Sts may use their mother tongue

the noise level may be too high

sts may do tasks badly or not at all

1. presentation

2. Process

3. Ending

4. feedback

instructions given at the beginning are crucial

to avoid time-wasting, confusion, lack of effective practice

The teacher monitors, suppots, and help sts during group work

Teachers set a time limit

Teachers express appreciation of sts' effort, evalute and suggest

3 main goal structures

induvidual work

competitive goal structure

collaborative goal structure

sts work on a task alone

sts work against each other

in order to succeed

Sts work together in small groups

towars a common goal

5 factors to a succesful collaborative learning

1. positive interdependance

2. individual accontability

3. verbal interaction

4. sufficient social skills

5. team reflection

all sts contribute to succeed on a task

in a group, each member make an active contribution

students interact verbally

sts relevant social skills such communication and leadership

sts monitor if the team functions effectively

is to give sts a degree of freedom to choose how and what learn

to achieve indidualisation we take into account 4 factors

speed

level

topic

language skills or teaching point

how fast or slowly the individual works on a task

negociation course content and materials with learners

individual level of competence in relation to rest of the class

each learner chooses to work on a diferent aspect of language

e.g. listening, grammar, reading literature, etc.