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Natalie Paluso

TASL 501
11/6/14
Application Activity 3a: Observation tool
Teacher:
Education setting:
Class:
Level:
Type of Instruction: Structured-Based, Communication Approach, or Natural Acquisition?
Pedagogical activities: teacher- or learner-centered?
Corrective Feedback: Recasts or Prompts?
Principles (Circle any that apply): 1
2
3 4
5
6
7
8
9

10

Errors: Are there errors in the ASL of either the teacher of the student?
Teacher
Student

Check any that apply for corrective feedback for each:
Teacher
Student
Elicitation

Metalinguistic Feedback

Elicitation

Metalinguistic Feedback

Clarification Requests

Explicit Correction

Clarification Requests

Explicit Correction

Repetitions

 
Additional notes:

Repetitions

Natalie Paluso
TASL 501
11/6/14
Feedback on errors: When students make errors, do they receive feedback in ASL? From
whom?
Teacher
Student

Check any that apply for corrective feedback for each:
Teacher
Student
Elicitation

Metalinguistic Feedback

Elicitation

Metalinguistic Feedback

Clarification Requests

Explicit Correction

Clarification Requests

Explicit Correction

Repetitions

Repetitions

 
Additional notes:

Genuine Questions: Do teacher and students ask questions to which they don’t know the answer
in advance via ASL?
Teacher
Student

Natalie Paluso
TASL 501
11/6/14
Check any that apply for corrective feedback for each:
Teacher
Student
Elicitation

Metalinguistic Feedback

Elicitation

Metalinguistic Feedback

Clarification Requests

Explicit Correction

Clarification Requests

Explicit Correction

Repetitions

Repetitions

 
Additional notes:

Display Questions: Do teachers ask questions that they know the answer to so that learners can
display their knowledge of the language (or lack of it) in ASL?
Teacher
Student

Check any that apply for corrective feedback for each:
Teacher
Student
Elicitation

Metalinguistic Feedback

Elicitation

Metalinguistic Feedback

Clarification Requests

Explicit Correction

Clarification Requests

Explicit Correction

Repetitions

 

Repetitions

Natalie Paluso
TASL 501
11/6/14
Additional notes:

Negotiation for meaning: Do the teacher and students work to understand what the other
speakers are saying in ASL? What efforts are made by the teacher? By the students?
Teacher
Student

Check any that apply for corrective feedback for each:
Teacher
Student

 

Elicitation

Metalinguistic Feedback

Elicitation

Metalinguistic Feedback

Clarification Requests

Explicit Correction

Clarification Requests

Explicit Correction

Repetitions

Additional notes:

Repetitions

Natalie Paluso
TASL 501
11/6/14
Metalinguistic comments: Do the teacher and student talk about the ASL, in addition to using it
to transmit information?
Teacher
Student

Check any that apply for corrective feedback for each:
Teacher
Student

 

Elicitation

Metalinguistic Feedback

Elicitation

Metalinguistic Feedback

Clarification Requests

Explicit Correction

Clarification Requests

Explicit Correction

Repetitions

Additional notes:

Repetitions