The document compares lecturer-centered and student-centered approaches to teaching. Lecturer-centered focuses on knowledge transmission from professor to passive students through memorization. Student-centered emphasizes active student involvement in constructing knowledge through real-life problem solving. While lecturer talks more in lecturer-centered, student talk is equal or greater in student-centered. The conclusion is that the most important thing is achieving learning objectives, and lecturers should control activities while students focus on learning, applying approaches appropriately.
Education is the key to success in life, and Teachers make a lasting impact in the lives of their students. The Teacher is the key person in an educational organization.
To all those who would like to download a copy of this presentation, please do send me an email at martzmonette@yahoo.com
I am very much willing to personally present this lecture in your respective institutions.
Presentation Speech Acts in EFL Classroom InteractionEdgar Lucero
This research project focuses on identifying what types of speech acts emerge and are maintained in the teacher-student interactions in an EFL Pre-intermediate class at university level. This work contains a description of how the types of speech acts, which take place in the EFL class observed, are developed in pro of communication, and then constructed as a result of it. This research study then answers two questions: what types of speech acts emerge and are maintained in interactions between the teacher and the students in class? And, how do these types of speech acts potentially influence on both interactants’ interactional behavior in class? The analysis is done under the ethnomethodological conversation analysis approach in which the details of the interactions are highlighted to identify the speech acts with the development and potential influence they may have in the interactional behavior of the participants, the students and the teacher. The findings show that there are two main interactional patterns in the EFL class observed: asking about content and adding content. Both present characteristic developments and speech acts that potentially influence on the teacher’s and the students’ interactional behavior in this class. The findings of this research project will serve for reference and evidence of the patterns of communication that emerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.
Education is the key to success in life, and Teachers make a lasting impact in the lives of their students. The Teacher is the key person in an educational organization.
To all those who would like to download a copy of this presentation, please do send me an email at martzmonette@yahoo.com
I am very much willing to personally present this lecture in your respective institutions.
Presentation Speech Acts in EFL Classroom InteractionEdgar Lucero
This research project focuses on identifying what types of speech acts emerge and are maintained in the teacher-student interactions in an EFL Pre-intermediate class at university level. This work contains a description of how the types of speech acts, which take place in the EFL class observed, are developed in pro of communication, and then constructed as a result of it. This research study then answers two questions: what types of speech acts emerge and are maintained in interactions between the teacher and the students in class? And, how do these types of speech acts potentially influence on both interactants’ interactional behavior in class? The analysis is done under the ethnomethodological conversation analysis approach in which the details of the interactions are highlighted to identify the speech acts with the development and potential influence they may have in the interactional behavior of the participants, the students and the teacher. The findings show that there are two main interactional patterns in the EFL class observed: asking about content and adding content. Both present characteristic developments and speech acts that potentially influence on the teacher’s and the students’ interactional behavior in this class. The findings of this research project will serve for reference and evidence of the patterns of communication that emerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.
Good teaching happens when competent teachers with non-discouraging personalities use non-defensive approaches to language teaching and learning, and cherish their students. Author: Dr. James E. Alatis
Dean Emeritus, School of Languages and Linguistics, Georgetown University.
TASK BASED LANGUAGE TEACHING
HISTORICAL BACKGROUND:
Task Based Language Teaching first appeared in the vocationaltraining practices of the 1950s. Task focused here first derived fromtraining design concerns of the military regarding new militarytechnologies and occupational specialties of the period. Task analysisinitially focused on solo psychomotor tasks for which littlecommunication or collaboration was involved. In task analysis, on-the- job, largely manual tasks were translated into training tasks. However,task analysis dealt with solo job performance on manual tasks, attentionthen turned to team tasks, for which communication is required.APPROACH:Task Based Language Teaching refers to an approach based on theuse of tasks as the core unit of planning and instruction in languageteaching. TBLT proposes the notion of “task” as a central unit of planningand teaching. A task is an activity or goal that is carried out usinglanguage, such as finding the solution to a puzzle, reading a map andgiving directions, making a telephone call, writing a letter, or reading aset of instructions and assembling a toy. “Tasks generally bear someresemblance to real life language use”(Skehan 1996). Some of its proponents present it as a logical development of CommunicativeLanguage Teaching since it draws on several principles that formed partof the communicative language teaching movement in 1980s.
http://www.scribd.com/doc/19445226/Task-Based-Language-Teaching
4. DEFINITION
Lecturer Centered
Knowledge is transmitted from professor to
students
Reinforcing passive learning
Rote memorization
Assessment is used to monitor learning
Only student are view as learner
Teaching and assessing are separate
Practices are focus of the session
Lecturer VS. Student Centered Slide BM1115B
5. Student Centered
Student construct knowledge through gathering
synthesizing information and integrating it with the
general skill of inquiry, communication, critical
thinking, problem solving and so on.
Student are actively involved
Emphasis is on using and communicating knowledge
affectively to address enduring and emerging issues
and problem in real life contexts.
Professor’s role is coach and facilitate.
Professor and student evaluate and learning together.
Assessment is used to promote and diagnose learning
Lecturer VS. Student Centered Slide BM1115B
6. Lecturer Centered Student Centered
Focus is on instructor Focus is on both students and instructor
Focus is on language forms and structures (what the Focus is on language use in typical situations (how
instructor knows about the language) students will use the language)
Instructor talks; students listen Instructor models; students interact with instructor
and one another
Students work alone Students work in pairs, in groups, or alone
depending on the purpose of the activity
Instructor monitors and corrects every student Students talk without constant instructor
utterance monitoring; instructor provides feedback/correction
when questions arise
Instructor answers students’ questions about Students answer each other’s questions, using
language instructor as an information resource
Instructor chooses topics Students have some choice of topics
Instructor evaluates student learning Students evaluate their own learning; instructor also
evaluates
Classroom is quiet Lecturer VS. Student Centered Slide BM1115B noisy and busy
Classroom is often
7. LECTURER CHARACTERISTIC
Lecturer talk exceed student talk during instruction
Instruction occurs frequently with the whole class,
small group or individual instruction occurs less
often
Use of class time is largely determined by the
lecturer
The lecturer rely heavily upon the textbook or slide to
guide and instructional decision making
The classroom furniture is usually arranged into rows
of desk or chair.
Lecturer VS. Student Centered Slide BM1115B
8. STUDENT CENTERED
Student talk about learning task is at least equal to,
if not greater than, lecturer talk.
Student help and choose and organize the content to
be learned
Lecturer permit student to determined, partially or
wholly, rules or behavior or classroom reward and
penalties
Used these material is schedule either by lecturer or
in consultation with student for at least half of the
academic table available
Lecturer VS. Student Centered Slide BM1115B
9. CONCLUSION
Finally its doesn’t matter what approach that
lecturer use. The most important thing is what the
objectives of the teaching learning process and how
to achieve it. In fact, in affective teaching learning
process, the lecturer has planned the content of all
activities and has set time limit on them. Lecturer
should still in control of student learning activities.
Student must seriously focus on the learning. The
two approach is depend on the lecturer and choose
the right time to apply.
Lecturer VS. Student Centered Slide BM1115B