Thursday, 12 November 2015

Task 4


LEARNER MOTIVATION

            Actually, I haven’t got opportunity to know the students closely yet because it was just my third observation. Therefore, I tried to decide their motivation types according to their responses to the questions.

STUDENT’S NAME

MOTIVATION
LEARNING BEHAVIOUR
COMMENT
Zehra
Instrumental motivation
Reluctant to the lesson
Low motivation
Ersel
Instrumental motivation
Willingness to answer when uncertain
Medium
Rosa
Blended motivation
Involvement in tasks
High
Nilsu
Instrumental motivation
Giving importance to her homework
High
Berkay
No motivation
Very problematic and unsuccessful
Very low

 

THE LEARNER AS DOER

          I think, learning by doing is a very effective and important method while learning a language or anything because students learn unconsciously while doing something, especially thanks to games. But in my observation I couldn’t see that kind of activities except for some tasks included in some little movements.

WHAT LEARNERS DO
WHAT THIS INVOLVES
TEACHER’S PURPOSE
COMMENT
Categorizing the words according to their types
-Knowing the meanings of the vegetables
-Writing them on the board
- Consulting other students
Give  some vocabulary knowledge
Cognitive and Physical
Writing a toast recipe
-Individual work
-Referring to dictionary
- Consulting other students
Teach connectors like (First, then, next, finally…)
Cognitive


Translation of words from English to Turkish

-Referring to dictionary
-Getting students familiar with using dictionary
- Give  some vocabulary knowledge
Cognitive and Physical

LEARNER LEVEL

         English level in the classroom is mixed. Some of them are successful, some of them aren’t interested. That’s not bad. Teacher can arrange the students according to this. She can pair a good students with a bad one so she can handle that.

STUDENT
LEVEL
SIGN OF LEVEL
TEACHER’S STRATEGIES
M√ľnir
5
-Finished the activity very correctly and carefully
-English is his selective course

Calling on the student for model answer.



Ersel
3
-Not very successful but very enthusiastic
Varying length of wait time
Berkay
0
-Even not aware of  what the lesson is
-looks to neighbor for help

Ignoring him.
Mert
1
-Uses L1
-Pronounce the word the way it is written
Ignoring him.
Nilsu
5
-Pronunciation is perfect
-Accurate and fluent

Calling on the student for model answer.



Class Log 3

Complete the sentence stems below together.


1- Teachers should interrupt learner when they make a misteke error if it is an accuracy-based activity.

2- Teachers can give delayed feedbach in the following situation: in a fluency-based activity.

3- Some errors or mistakes should remain uncorrected by the teacher, for example; in the middle of a group work, maybe a shy student trying to talk.

4- Teachers can correct learners in different ways according to the type of tasks which they do, for example; during fluency activities, errors are totally ignored, if the aim is accuracy, you might correct more frequently.

5- Teachers can vary their error correction strategies according to learners' personalities
, by correcting shy learners less or vice versa.

6- Teachers can help learners to self-correct or to correct each other's spoken error by stressing the incorrect form, repeating the sentence with a questioning intonation, asking other learners for the correct form...

7- Some advantages of self correction and peer correction are 
"you know how much learners do and do not know, learners feel more confident and indepen
dent"

8- Some disadvantages of self-correction and peer correction are "some learners might feel superior to others and the one who is corrected might feel frustrated"

9- Five practical ways of giving feedback on spoken errors are;

1) intonation
2) peer correction
3) making notes (delayed correction)
4) eliciting of the correct answer
5) body language correction.

10- I have learnt the following about giving feedback on spoken errors in this task; how much important delayed correction is and wrong error correction can demotivate students.



What I would do

Situation 4: In this situation, I wouldn't use an immediate correction, I use reformulation and say: 
- Oh, your grandmother is seventy-three ?

Situation 10: I don't correct immediately, I wait for the end of the actvity and if the students repeats the error three or four times, I correct his/her mistake at the end of the activity.

Situation 8: I correct the error immediately but gently because the error is common in the class.

Situation 5: I correct the error gently and immediately because if I don't correct it right then, she/he can learn it wrongly.