The document discusses classroom interaction and methodology for teaching English. It defines interaction as a collaborative exchange between two or more people that influences each other. It then reviews literature on discourse analysis and how it examines language use in communities. The document outlines methods for data collection and analysis of teacher-student, student-teacher, and student-student interaction. It finds that gender does not significantly impact interaction patterns. The teacher's role is to create a learning environment through interactive sessions. The document stresses obtaining feedback to continually assess teaching and learning relationships. It concludes that judicious use of the first language can aid communication, teaching quality, comprehension, and teacher-student relationships, especially for lower levels.
Here in This Presentation i m presented Types of Classroom Interaction ,Objectives,
Characteristics of Classroom Interaction,
Structuring of Classroom Interaction etc .
Here in This Presentation i m presented Types of Classroom Interaction ,Objectives,
Characteristics of Classroom Interaction,
Structuring of Classroom Interaction etc .
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
This presentation will explain about Grammar translation methog. It is method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
This presentation will explain about Grammar translation methog. It is method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities.
Đề cương báo cáo tốt nghiệp chi phí bán hàng đại học kinh tế quốc dânDương Hà
Kế toán doanh thu: Trong mục này, học viên phải mô tả được bản chứng từ và quy trình luân chuyển chứng từ theo từng phương thức bán hàng, chứng từ giảm doanh thu (nếu có) và lấy một số chứng từ tiêu biểu của Công ty để minh họa.Kế toán chi tiết giá vốn hàng bán
Trong mục này, học viên phải mô tả được quy trình ghi sổ chi tiết giá vốn hàng bán, các bảng tổng hợp chi tiết và trích dẫn sổ chi tiết, bảng tổng hợp chi tiết của Công ty
Morethandigital Studycase Innovation Trip French Publishers in Israel MORE THAN DIGITAL
LE GESTE & 14 PUBLISHERS IN ISRAEL BY MORETHANDIGITAL
14 Head of digital of the major French publishers were invited by Le Geste & More Than Digital in Israel to meet the most innovative startups- November 2015
The video : www.youtube.com/watch?v=OoJEstCLsOw
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lensijtsrd
This qualitative case study discovered and explored the plights of languages teachers conducting remedial instruction in language disfluencies, the way teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens, and the way learners progress in the kind of remediation they receive. The informants of the study were the language teachers of Buenavista National High School. These teachers are selected purposively as those who have encounter in remedial instruction for language disfluencies in the non-psycho-expert lens. The data were gathered through interviews with the informants. The study revealed that language teachers conducting remedial instruction in language disfluencies in the non-psycho-expert lens face dire situations on insufficiency in terms of background knowledge on language disfluencies, time, and resources for remediation. Another problem that they face is the learners attitude toward remedial instruction as well as parental or stakeholder support. Weak retention of the learners, insignificant change in the learning behavior and the use of colloquial words also contribute to the unwanted scenario of students undergoing remediation. Language teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens through utilizing various teaching strategies, going back to the basics, having awareness on learner diversity, seeking parental or stakeholder support, exemplifying passion for teaching, and having an encouraging class environment. Learners progress in such kind of remediation through the use of language in praxis or utilizing the communicative language teaching by teachers where students use language practically. Learners as well show activeness in the class knowing that they both share the same learning pace among peers. Most importantly, learners progress due to the acceptance and understanding of the teachers on the type of learners they have. Mick Mars P. Silvano, LPT, Maelt | Evelyn C. Bandoy, LPT, EdD "Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20303.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/20303/remedial-instruction-in-language-disfluencies-in-the-non-psycho-expert-lens/mick-mars-p-silvano-lpt-maelt
21st Century Pedagogy: Teachers as Co-Learners & CSRE Approach- the Launching...DrAnsari MQ
Learner autonomy in the context of 21st century pedagogy needs to be redefined. Today’s learners are tech savvy and knowledge is at their fingertips. Teaching and learning profile has changed dramatically. This paradigm shift has narrowed its focus on learners and learning rather than on teachers and teaching; but it doesn’t reduce the role of teachers. On the contrary, teachers and teaching have tactfully withdrawn to peripheral roles letting the floor for learners to flourish.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Chapter 3 - Islamic Banking Products and Services.pptx
Activity 2.1. guide two fabian tello
1. UNIVERSITY OF THE ARMED FORCES
DISTANCE EDUCATION UNIT
LANGUAGES DEPARTMENT
SENTER SUPPORT 9
ENGLISH METODOLOGY
TEACHING
MSC. BONILLA NESTOR
TELLO PARRA SEGUNDO FABIAN
SUBJECT: THE CLASSROOM INTERACTION
LEVEL: SIXTH
PARTIAL: SECOND
ACTIVITY: 2,1,
6/22/2016 1METHODOLOGY FOR TEACHING ENGLISH
2. 6/22/2016 2METHODOLOGY FOR TEACHING ENGLISH
Interaction classroom
Abstract:
Interaction is the collaborative exchange of thoughts,
feelings, or ideas between two or more people, resulting
in a reciprocal effect on each other.
3. 6/22/2016 METHODOLOGY FOR TEACHING ENGLISH 3
LITERATURE REVIEW
Discourse Analysis and Classroom Interaction. – Is the study
of language in use. It is the examination of language use by
members of a speech community.
• It includes the study of both spoken interaction and written
texts.
• Aid us in our interpretation and understanding of different
texts and types of talk.
• In analyzing the data, discourse analysts adopt an ethic or
external perspective on human behavior.
• The English textbooks taught in Iranian senior high schools do
not have appropriate contexts.
4. 6/22/2016 METHODOLOGY FOR TEACHING ENGLISH 4
METHODS
Data Collections. – Data analysis based on their degree of
comprehensibility and relevance.
• Covering homework material.
• Teaching gramatical points, Reading, vocabulary or a conversation.
• Listening to a text, whole class activity or a pair work.
Data Analysis Procedure. – The data collected were analyzed between
interaction participants.
• Teacher-Student Talk: Teacher-Student Talk which is quite a normal
phenomenon taking into account the context of the classroom and the
role relationships between teachers and students, the teacher being the
authority in the classroom.
5. 6/22/2016 METHODOLOGY FOR TEACHING ENGLISH 5
• Student-Teacher Talk: refers to the times when no answers were
provided by the student to the teachers’ questions or instructions;
the student simply remained silent, which can again be related to
contextual factors or the role relationships between teachers and
the students.
• Student-Student Talk: The students were more or less involved in
an interaction found in natural situations outside the classroom by
the teachers. However, some acts were missing in their discourse,
suggesting that their interaction was a limited one.
6. 6/22/2016 METHODOLOGY FOR TEACHING ENGLISH 6
There was not much difference between male and female teachers
regarding their patterns of interaction with their students,
Based on the results, it can be said that gender did not play an
important role in determining the patterns of interaction between the
teachers and the students.
Both male and female teachers tended to ask more ‘Display Questions’
than ‘Genuine Questions’
Comparing the evaluation given by male and female teachers, it is shown
that female teachers were more encouraging than male
teachers, providing more positive evaluation to the students as
feedback
7. 6/22/2016 METHODOLOGY FOR TEACHING ENGLISH 7
Participants. - This research was a case study of four Iranian
EFL teachers, teaching elementary level classrooms in an English
language school in Isfahan, Iran. They were all selected using
convenience-case sampling; thus, they were all ‘accessible, easy to
contact, and well-known. They were all BA holders in TEFL and they
had all completed the same teacher-training programs. They were
similar in age (22-28 years old), and they did not differ considerably
in terms of their teaching experience. It should be noted that these
four teachers had taken the paper version of Test of English as a
Foreign Language (TOEFL) in partial fulfillment of the requirements
for getting a job in the language school and they had all scored above
580, which reveals that they were all at advanced levels of English
language proficiency. Also, observations revealed that they enjoyed
high communication skills.
8. 6/22/2016 METHODOLOGY FOR TEACHING ENGLISH 8
Teacher’s Role. – The role of the teacher during these sessions is
passive yet very crucial. It is the responsibility of the teacher to créate
a learning atmosphere inside the classroom. It is through these
interactive sessions that the teacher can extract responses from
learners and motivate them to come out with new ideas related to the
topic. Teachers are observers who helps the learners to construct an
innovate learning product through group discussions, debates and many
more. Teachers will define themselves as planners who plans out the
best of the modules of interaction that would be effective to invite the
learners in classroom interaction.
Through classroom interaction the learners will be able to get
themselves involved with concepts, ideas and various other devices and
products for language learning.
9. 6/22/2016 METHODOLOGY FOR TEACHING ENGLISH 9
The Cycle of Feedback. - Improving classroom interaction involves
continually assessing your teaching, students learning, and your relationship
with the students. The students have a relationship with you, with each
other, and with the material. It's important to get feedback about all
three of these relationships. - Feedback happens on many timescales. How
did this go today? How is the quarter going? - Try a written mid-quarter
evaluation. For example: Ask which exercise was most helpful? Which was
least? - Use office hours to talk informally about how things are going -
Have your teaching observed or videotaped. - Make sure students
understand your assignments. Ask if there is anything else that they need
to handle the assignment. - Make your teaching transparent. Ask the
students if they understand why we are doing this assignment. You can also
use our workbook titled "Creating a Feedback Questionnaire" to help you
come up with additional methods for generating feedback from your
students.
10. 6/22/2016 METHODOLOGY FOR TEACHING ENGLISH 10
Conclusions
Foreign language teachers in classroom interaction and classroom
management argument that for non-native speakers, it may be
unreasonable to expect the exclusive use of the target language in the
classroom, because teachers are expected to use every possible means
at their disposal to fulfill their duty of educating their students and to
ensure the smoothness of classroom interaction.
CS, as a discourse strategy, is even more amenable to such contexts
where learners and teachers have homogenous ethnic and linguistic
backgrounds. Moreover, given the prevalence of large size and
occasionally mixed-ability classrooms in some EFL settings, teachers
would work to their students’ benefit if they judiciously used both L1
and the target language.
11. 6/22/2016 METHODOLOGY FOR TEACHING ENGLISH 11
In a nutshell, it can be claimed that judicious and skillful use of CS can
lead to better teacher-student classroom communication, boost the
quality of teaching, help students’ comprehension, and foster a healthier
friendlier teacher-student relationship, especially for the lower levels.