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MA-TESL Capstone PresentationXiaoye XieUniversity of Central MissouriSpring 2012
WHAT AM I GOING TO PRESENT? Teaching   Children in EFL Settings Teaching   Techniques and Skills in EFL Settings Treati...
TEACHING CHILDRENIN EFL SETTINGS   Ashton-Warner (1963)   Mutoh (1998)
TEACHER                   ---ASHTON WARNER Organic   teaching is not new! The    power of language is immeasurable! Res...
MANAGEMENT OF A LARGE CLASS        ---MUTOH
PROBLEMS OF MANAGING A LARGE CLASS   Taking of attendance   Returning and collecting    student work   Communicating in...
TEACHING TECHNIQUES AND SKILLS
   Echevarria, J., & Short, D. J., & Vogt, M. (2007).    Chapter two: Lesson Preparation. Making content    comprehensibl...
MAKING CONTENT COMPREHENSIBLE FOR ENGLISHLEARNERS: THE SIOP MODEL   Components of Chapter Two:    (1). The introduction  ...
SIOP FEATURES   Writing language objectives   Language objectives clearly defined, displayed, and    reviewed with stude...
TEACHING AND LEARNING LANGUAGES   (1).Between the people in the classroom   (2). Performance from three kinds of compete...
FIVE STEPS OF MAKING YOU INTO A GOOD TEACHER!
 Step     1. Find out what your students and their sponsors expect from the course Step2. Find out what will make your s...
PRACTICAL ENGLISH LANGUAGE TEACHINGChapter 3: Speaking   Principles for teaching speaking   Classroom techniques and tasks
PRINCIPLES FOR TEACHING SPEAKING   Give practice with both fluency and accuracy   Provide opportunities for students to ...
HOW TO DEAL WITH ERRORS?
 Tedick,D. & de Gortari, B. (1998). Research on error correction and implications for classroom teaching. ACIE Newsletter...
RESEARCH ON ERROR CORRECTION ANDIMPLICATIONS FOR CLASSROOM TEACHING Should   learners’ errors be correct? When   should ...
HOW SHOULD ERRORS BE CORRECTED?   Explicit correction   Recast   Clarification request   Metalinguistic clues   Elici...
IMPLICATIONS   Consider the context   Become aware of your current practices   Practice a variety of feedback technique...
JAPANESE EFL STUDENTS’ PREFERENCESTOWARD CORRECTION   Students’ attitudes toward classroom oral error    correction   Th...
RESULTS   Students had strong positive attitudes toward    teacher correction of errors.   A preference for correction o...
IMPLICATIONS FOR ME   The need for accuracy more than fluency.   Student-generated repairs are important in    language ...
TEACHING CHILDREN IS TOUGH!
I HOPE MY STUDENTS WILL BE…
HAPPINESS IS EVERYWHERE!
Many THANKs to Dr. Yates, Dr. Eason, Dr.Muchisky and my amazing TESL colleagues!                     --Xiaoye Xie
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Spring 2012 capstone

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Transcript of "Spring 2012 capstone"

  1. 1. MA-TESL Capstone PresentationXiaoye XieUniversity of Central MissouriSpring 2012
  2. 2. WHAT AM I GOING TO PRESENT? Teaching Children in EFL Settings Teaching Techniques and Skills in EFL Settings Treating Learners’ Errors in EFL Settings
  3. 3. TEACHING CHILDRENIN EFL SETTINGS Ashton-Warner (1963) Mutoh (1998)
  4. 4. TEACHER ---ASHTON WARNER Organic teaching is not new! The power of language is immeasurable! Respect children as who they are.
  5. 5. MANAGEMENT OF A LARGE CLASS ---MUTOH
  6. 6. PROBLEMS OF MANAGING A LARGE CLASS Taking of attendance Returning and collecting student work Communicating individually with students as needed
  7. 7. TEACHING TECHNIQUES AND SKILLS
  8. 8.  Echevarria, J., & Short, D. J., & Vogt, M. (2007). Chapter two: Lesson Preparation. Making content comprehensible for English learners: the SIOP model (3rd Edition). New York, NY: Allyn & Bacon/Pearson Education. Stevick, E. (1988). Part 1: Before you read. Teaching and learning languages. Cambridge, England: Cambridge University Press. Bailey, K. M. (2003) Chapter three: Speaking. In D. Nunan (Ed.), Practical English Language Teaching. New York, NY: McGraw-Hill/Contemporary.
  9. 9. MAKING CONTENT COMPREHENSIBLE FOR ENGLISHLEARNERS: THE SIOP MODEL Components of Chapter Two: (1). The introduction of background information (2). The rationale for each of the six features (3). Teaching scenarios involving three teachers
  10. 10. SIOP FEATURES Writing language objectives Language objectives clearly defined, displayed, and reviewed with students Adaption of teaching materials to all levels of student proficiency Meaningful activities for language practice opportunities
  11. 11. TEACHING AND LEARNING LANGUAGES (1).Between the people in the classroom (2). Performance from three kinds of competence (3). Learning, acquiring, remembering, and producing language
  12. 12. FIVE STEPS OF MAKING YOU INTO A GOOD TEACHER!
  13. 13.  Step 1. Find out what your students and their sponsors expect from the course Step2. Find out what will make your students feel welcome and secure Step3. Work out some basic techniques, and establish a simple, clear routine Step 4. Ask yourself these questions Step 5. Look at your students one at a time.
  14. 14. PRACTICAL ENGLISH LANGUAGE TEACHINGChapter 3: Speaking Principles for teaching speaking Classroom techniques and tasks
  15. 15. PRINCIPLES FOR TEACHING SPEAKING Give practice with both fluency and accuracy Provide opportunities for students to talk in groups or pairs; limit teacher talk Plan tasks that involve negotiation of meaning Design activities that involve guidance and practice in both transactional and interactional speaking
  16. 16. HOW TO DEAL WITH ERRORS?
  17. 17.  Tedick,D. & de Gortari, B. (1998). Research on error correction and implications for classroom teaching. ACIE Newsletter, 1(3). Katayama, A. (2007). Japanese EFL students’ preferences toward correction of classroom oral errors. Asian EFL Journal, 9, 289-305.
  18. 18. RESEARCH ON ERROR CORRECTION ANDIMPLICATIONS FOR CLASSROOM TEACHING Should learners’ errors be correct? When should learners’ errors be corrected? How should errors be corrected? Who should do the correcting?
  19. 19. HOW SHOULD ERRORS BE CORRECTED? Explicit correction Recast Clarification request Metalinguistic clues Elicitation Repetition
  20. 20. IMPLICATIONS Consider the context Become aware of your current practices Practice a variety of feedback techniques Focus on the learner. It’s important to let learner self-correct
  21. 21. JAPANESE EFL STUDENTS’ PREFERENCESTOWARD CORRECTION Students’ attitudes toward classroom oral error correction Their preferences for correction of different types of oral errors Their preferences for particular correction methods.
  22. 22. RESULTS Students had strong positive attitudes toward teacher correction of errors. A preference for correction of pragmatic errors over other kinds of errors. The most favored correction method was for the teacher to give the student a hint which might enable the student to notice the error and self- correct.
  23. 23. IMPLICATIONS FOR ME The need for accuracy more than fluency. Student-generated repairs are important in language learning Helps me select feedback techniques.
  24. 24. TEACHING CHILDREN IS TOUGH!
  25. 25. I HOPE MY STUDENTS WILL BE…
  26. 26. HAPPINESS IS EVERYWHERE!
  27. 27. Many THANKs to Dr. Yates, Dr. Eason, Dr.Muchisky and my amazing TESL colleagues! --Xiaoye Xie
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