Xiaoye Xie's MA-TESL capstone presentation covered three main topics: (1) teaching techniques and skills in EFL settings drawing from authors like Ashton-Warner, Mutoh, and SIOP model principles; (2) addressing challenges of large EFL classes and promoting student speaking skills; and (3) effectively treating learner errors through selective feedback techniques based on research. The presentation aimed to equip student teachers with evidence-based strategies for teaching children in EFL contexts.

1. MA-TESL Capstone Presentation
Xiaoye Xie
University of Central Missouri
Spring 2012

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. TEACHING CHILDREN
IN EFL SETTINGS
 Ashton-Warner (1963)
 Mutoh (1998)

4. TEACHER
---ASHTON WARNER
 Organic teaching is not new!
 The
power of language is
immeasurable!
 Respect children as who they
are.

5. MANAGEMENT OF A LARGE CLASS
---MUTOH

6. PROBLEMS OF MANAGING A LARGE CLASS
 Taking of attendance
 Returning and collecting
student work
 Communicating individually
with students as needed

7. TEACHING TECHNIQUES AND SKILLS

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. MAKING CONTENT COMPREHENSIBLE FOR ENGLISH
LEARNERS: 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. 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. 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. FIVE STEPS OF MAKING YOU INTO A GOOD TEACHER!

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. PRACTICAL ENGLISH LANGUAGE TEACHING
Chapter 3: Speaking
 Principles for teaching speaking
 Classroom techniques and tasks

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. HOW TO DEAL WITH ERRORS?

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. RESEARCH ON ERROR CORRECTION AND
IMPLICATIONS 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. HOW SHOULD ERRORS BE CORRECTED?
 Explicit correction
 Recast
 Clarification request
 Metalinguistic clues
 Elicitation
 Repetition

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. JAPANESE EFL STUDENTS’ PREFERENCES
TOWARD 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. 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. IMPLICATIONS FOR ME
 The need for accuracy more than fluency.
 Student-generated repairs are important in
language learning
 Helps me select feedback techniques.

24. TEACHING CHILDREN IS TOUGH!

25. I HOPE MY STUDENTS WILL BE…

26. HAPPINESS IS EVERYWHERE!

27. Many THANKs to Dr. Yates, Dr. Eason, Dr.
Muchisky and my amazing TESL colleagues!
--Xiaoye Xie