CR OBSERVATION

CR OBSERVATION

1. SYSTEMATIC APPROACH

   • It is necessaty to observe and analyse systematically what is going on in order to understand such teaching and learning processes.

2. INTERACTION ANALYSIS

   • There is a taxonomy called FIAC. It contains the following categories TEACHER TALK STUDENT TALK
   • Used to codify the behaviour used during a teaching unit
   • Moskowitz's taxonomy
     • was used as a research tool and as a feedback instrument in teacher training.
     • Fanselow
       • Made an important contribution with his FOCUS = Foci for Observing Communication Used in Settings

3. DISCOURSE ANALYSIS

   • The emergence of discourse analysis studies as a field of linguistic enquiry led to classroom research models based on the analysis of classroom discourse.
   • COLT
     • Communicative Orientation of Language Teaching
     • SINCLAIR AND COULTHARD
       • Also anlysed the discourse in several L! elementary school cr. The pedagogical move consists of various structures.
       • CRAIG CHAUDRON
         • Divides discourse into 2 main types,: Structural Functional
         • STRUCTURAL
           • UTTERANCE TURN T-UNIT COMMUNICATION UNIT FRAGMENT
         • FUNCTIONAL
           • REPETITIOM EXPANSION CLARIFICATION REQUEST COMPREHENSION CHECK CONFIRMATION CHECK REPAIR MODEL

4. ETNOGRAPHY

   • * The elicitation of cultural knowledge * the detailed investigation of patterns of social interacction * The holistic analysis of societies * The development and testing o theory
   • CONSTITUTIVE
     • 1. RETRIEVABILITY OF THE DATA: techniques such as video and audio tapes 2. COMPREHENSIVE DATA TREATMENT comprehensive aproach to cr observation and analysis. 3. CONVVERGENCE BETWWEEN RESEARCHERS'S AND PARTICIPANTS' PERSPECTIVES 4. INTERACTIONAL LEVELS OF ANALYSIS