The document discusses classroom research and interaction analysis. It defines classroom research as the study of interactions between teachers and learners, or learners and learners, in classroom settings. It provides examples of ways to carry out classroom research, such as observing classes, collecting data, and generating classroom interaction data by taking on teacher and learner roles. It also discusses analyzing classroom interaction data to understand how talk time is divided and teacher self-awareness of language use.

1. Group 7 Chapter 4 Classroom Research – Interaction Analysis Group Members… ~ Anita PGP110010 ~Cassandra PGP110022 ~Safiyah PGP110009

3. Doing Second language research: Chapter 4 Classroom Research Interaction Analysis

4. Wilson Mizner, 1876-1933 ( an American dramatist and wit) . ……If you steal from another author it’s plagiarism: if you steal from many, it’s researc h Marson Bates, 1906-1974 ( an American writer) … .. is what I’m doing when I don’t know what I’m doing

5. Research

6. Classroom refers to a wide range of learning contexts where learners and teachers meet in the context of second language acquisition ex: classes in school, one-to-one tutoring, distance learning, multi media labs and so on Classroom Research

7. Is a study/research on the interaction between teachers and learners or learners and learners in classroom. The term interaction is used with a variety of senses and has been used with respect to - theories of linguistics, models of second language acquisition, instructional exchanges between T&L, task completion conversation between L&L and the internal conversations between authors & readers. Classroom interaction research

8. 1. Go to schools 2. Collecting data from your own classes 3. Doing a recording or videos featuring a lot of schools 4. Generating classroom interaction data in the roles of teachers and learners Ways to carry out classroom research

9. Teacher interactions with learners Teacher questions Teacher error corrections Quantity of teacher speech Teacher explanations Teacher ‘wait-time’ for student response.

10. Type of errors Phonological Lexical Morph/Syntatic Discourse Dialect Content

11. The cause for errors in SLA ( Differences in auditory processing by Lesley Lahir) 1. Auditory (verbal) / semantic memory memorizing words, recalling sentences and passages, word retrieval, remembering verbal sequences 2 . The phonological system language sounds ( phoneme ) discrimination, phonological awareness ( identifying rhymes, syllables, beginnings and endings sounds of words), grapheme and phoneme associations ( linking letters to their sounds) 3. Morphology and semantics vocabulary acquisition, understanding word meanings 4 . Syntax sentence comprehension, interpreting word order and grammar, recollection or recognition of grammar rules 5. Discourse producing extended language orally and in writing, starting, ordering and developing concluding thoughts, overall language comprehension

12. Teacher corrections to errors Models correct form Drills correct form Repeats faulty form Prompts correct form Explains correct form (Re)states question/prompt Tells students what to say Reduces directions Expands directions

13. Error Correction (Corrective Feedback Types) A classroom research study on Oral Error Correction (Coskun, 2010) 1. Explicit correction : Clearly indicating that the student's utterance was incorrect, the teacher provides the correct form. S: there is a little milk in fridge. T: + in the fridge 2. Recast : The teacher implicitly reformulates the student's error, or provides the correction without directly pointing out that the student's utterance was incorrect. S: he like pop-music. T: yes, he likes pop-music 3. Clarification request : The teacher indicates that the message has not been understood or that the student's utterance included some kind of mistake and that a repetition or a reformulation is needed by using phrases like "Excuse me?". S: there aren’t many / hotıls / in this town. T: again? ♪

14. Corrective Feedback Types (Part 2) 4. Metalinguistic clues : The teacher poses questions like “Do we say it like that?” or provides comments or information related to the formation of the student's utterance without providing the correct form. S: there isn’t any books. T: + there isn’t görünce uncountable, yani sayılamayan bir şey kullanmamız gerekiyormuş. Ds: there isn’t any money 5. Elicitation : The teacher directly elicits the correct form from the student by asking questions (e.g., "How do I ask somebody to clean the board?"), by pausing to allow the student to complete the teacher's utterance (e.g., "He is a good…") or by asking students to reformulate the utterance (e.g., "Can you say that again?"). S: there are a few books in my /lıbrari/ ♪  T: in my…? 6. Repetition : The teacher repeats the student's error and changes intonation to draw student's attention to it. S: How much money do you have in your / pakıt /? T: /pakıt/? ♪ DS: /pokıt/ T: yes

15. Learner to learner interactions - Another major type of classroom interaction

16. Leaner to learner interactions… Pair and group work involvement where cooperative learning happens. “ Cooperative learning is group-learning activity organized so that learning is dependent on the socially structured exchange of information between learners in group and in which each learner is held accountable for his/her own learning of others.” (Olsen & Kagan 1992:8)

17. What happen during a pair work/group work discussion? - learners communicating in a cooperative way. - they learn from each other in groups. - students learn collaborative and social skills. “ Indeed, cooperation is not only a way of learning, but also a theme to be communicated about and studied.” – Jacobs 1998

18. Compiling Classroom Research Data Data are recorded during classroom observation through: Recording - observation Take down notes - coding system These data will be compile for analysis by transcribing: data from the recoding Notes and through visual observation.

19. Analyzing classroom interaction data What do we look for in the data? (Nunan 1989:26) ...teacher talk took up 89% of classroom verbal interaction time. … 91% of the time, teachers already knew the answers to the questions they were asking.

20. From the data we have gathered, few questions could be observed: How is talk time divided between teachers and learners? How self-aware are teachers of how they use language in their interactions with their students?

21. Reference Videos: www.youtube.com/watch?v=u_Z71Eeubdo www.youtube.com/watch?v=AO790WiLJ-M Books and articles: Lahir, L. (2011,January). Differences in auditory processing. Modern English Teachers, 20 (1), 73-78.

22. Deterding, D. (2005, September). Listening to Estuary English in Singapore. TESOL Quarterly, 3 (3), 425-439. Coskum, A. ( 2010, June). A classroom research study on Oral Error Correction. Retrieved from http://www.hltmag.co.uk/jun10/sart05.rtf Brown, J.D. (2009). Doing second language research. Oxford University Press.(pp. 79-91).