Reading report 5 –

Observing Learning
and Teaching
1. Sesa Aisyah Fajrin 20322014
2. Elsa Megi Rahmadani 20322011.
3. Irma Mega Utami 20322074
4. Nindi Assabila Tawrofie 20322049
5. Kemal Athallah Candraputra 20322069
6. Arif Alvary 20322009
Sesa Aisyah Fajrin 20322014
Natural and instructional
setting
 Context Natural setting is defined as the
context when the student's environment uses
the second language itself. For example in the
workplace, social environment, or in a school
situation.
 The instructional environment is a way of
learning a second language with a learning
style that emphasizes things that use, use
language, and interactions. Topics discussed
in this are, for example, how to get a driver's
license.
In natural
acquisition settings
Second language learners when learning a
language at work, in social interactions, or at play,
their experiences are often very different from those of
students in the classroom. Some things that affect,
namely learning a second language must be done by
learning vocabulary and structures, errors in the
pronunciation of the second language are rarely
corrected, which makes second language learners not
understand what he is saying right or wrong.
Elsa Megi Rahmadani 20322011
In communicative
Instucture-based instructional
instructional settings
settings
a. The grammar translator approach, students translate text a. Inputs are simplified and made easy to
from one language to another, and the rules of grammar understand using contextual cues.
are taught explicitly b. There are a number of mistakes teachers
b. The audiolingual approach has little use of translation. correct mistakes, meaning emphasized
c. linguistic items are presented separately. over form.
d. errors are often corrected, accuracy tends to be prioritized c. Students only have limited time to study.
over meaningful interactions. d. Only teachers are proficient speakers.
e. study time is often limited. e. Various types of discourse can be
f. In foreign language learning, teachers are the only introduced through many discourses.
proficient speakers who can be contacted by students. f. There is little pressure to perform at a
g. Students experience a limited type of discourse. high level of accuracy.
h. Students often experience stress speaking or writing a g. Modified input is a defining feature of
second language. this instruction approach.
i. Teachers can use the learner's native language to provide
classroom instruction or management.

Observation
Schemes
Many different observation
schemes were developed for use
in second language classrooms,
one of which is the Language
Teaching Communicative
Orientation Observation Scheme
(COLT).COLT is divided into
two parts:
a. Part A describes teaching
practices in the content, features,
and organization of types of
activity.
b. Part B describes specific
aspects of the language produced
by students and teachers.
Kemal Athallah Candraputra 20322069
Classroom comparisons:
Teacher – Student interactions
The transcripts come from classroom that differ in their approach to second
language teaching ; one of them reprensents structure-based instructution; the other,
a communicative approach. Structure-based approaches emphasize language form
through either metalinguistic instruction (for example, grammar translation ) or
pattern practice (for example , audiolingual).This are some categories that teacher
and students interaction :
• Errors: Are there errors in the language of either the teacher or the students ?
• Feedback on errors: When students make errors, do they receive feedback? From
whom?
• Genuine questions: Do teachers and students ask questions to which they dont know
the answer in advance?
• Display questions: Do teachers ask questions that they know the answers to so that
learners can display their knowledge of the language (or lack of it)?
• Negotiation for meaning: Do the teachers and students work to understand what the
other speakers are saying? What efforts are made by the teacher? By the students?
• Metalinguistic comments: Do the teachers and students talk about language, in
addition to using it to transmit information?
Arif Alvary 20322009
Classroom comparisons:
students-students interaction
This section presents some student-student
interactions. The transcripts are based on. The
transcripts are based on the interactions between
second language learners engaged in diferent
communicative tasks.
Picture description
Following transcript is of two girls aged 11-12 years,
both ESL learner in their first year of learning
English in Australia. The first learner (s1) is from
hong kong the second (s2) is from Somalia. They are
sitting at a table, separated by a small barrier, so that
they can see each other’s faces and hands, but not to
each other’s picture. The picture s1 is drawing is a
black outline containing stick figures-a boy flying a
kite and a girl holding his hand. The stick figures are
standing on some grass near a tree. Square brackets
indicate non-target pronunciation.
Jigsaw
Following transcript is of two students in a grade 7 french
immersion classroom. They are engaged in a jigsaw activity based
on a series of eight pictures telling the story of a young girl being
awakened by her alarm clock early in the morning. One students
has pictures 1,3,5, and 7 and the other student has pictures 2,4,6,
and 8. They take turns telling the story portrayed by the pictures
and then they display all the pictures in sequence and write the
story they have just told. Telling the story requires the use of a
number of reflexive verbs in French. In the third person the form se
is placed between the subject and the fitnite verb. Thus elle se leve
(she gets up) and elle se souvient (she remembers) are correct. The
learners aare called Dara and Nina.Characteristics of input and
interaction compare the two charts completed as before what kinds
of second language input opportunities for interaction are available
to learners in each of the environments that these transcrips
exemplify.
Irma Mega Utami 20322074
Corrective feedback in the classroom
Characteristics of input and interaction compare the two charts completed as before what
kinds of second language input opportunities for interaction are available to learners in each
of the environments that these transcrip exemplify.
Study 1 - Reruns In a content-based classroom. Lyster (1998) argues that students who
receive content-based language teaching are less likely to notice repetition than other forms of
corrective baiting. Because they might assume that teachers respond to content rather than their
speech form.
Study 2 – recust And personal speeches Omy ohta (2000), she used to get these personal speeches
by putting up microphones to individual students during class interactions that focused on
metalinguistic grammar interactions. Ohta said that students pay attention to repetition when they
are given by the structure so ohta conveys that repetition is indeed noticed in class interactions.

Study 3 - Rearrange in different teaching settings. Roy Lyster and Hirohide Mori (2006)
comparison between corrective feedback in French and Japanese immersion classes.
• Japanese - students often improve their speech after receiving a iteration
• France - partial improvement occurs after the instructions, which is the type of feedback that
shows students that correction is needed and that encourages them to correct themselves
Study 4 - Corrective feedback in context Different types of corrective feedback can be
interpreted differently depending on how it is delivered. The reshuffle is one example. In a study of
corrective feedback in four contexts, namely declarative versus interrogative reshuffles, single words
or short phrases were reduced versus not reduced, compared to long phrasa or clauses.
 Study 5 - Verbal and written corrective feedback.
Younghee Sheen (2010) compared the effects of two types of oral and written corrective
feedback. Oral corrective feedback consists of reordering or information from reordering or
metalinguistic information. This type of corrective written parallel mainstay direct correction
or direct metalinguistic feedback.

Questions in the classroom

Nindi Assabila Tawrofie 20322049

Study 5: Teachers' questions in ESL classrooms Michael Long and Charlene Sato (1983) examined the forms and
functions of questions asked by teachers in ESL classrooms and compared them with questioning behaviours observed
outside the classroom between native and non-native speakers. The researchers concluded that teacher-learner interaction
is a 'greatly distorted version of its equivalent in the real world and they argued that the interactional structure of classroom
conversation should be changed.
Study 6: Scaffolding and display and referential questions Dawn McCormick and Richard Donato (2000) explored how the
teacher's questions were linked to her instructional goals. they argue that the teacher's use of the display question 'Who usually
lives in palaces?' serves an important pedagogic function because it draws the learners' attention to the word 'palace' through
the display question and facilitates the learners' comprehension of the word.
Study 7: Open and closed questions Dalton-Puffer concluded that asking more complex open-ended questions would benefit
learners in these CLIL classrooms but that this level of question/response interactions requires a high level of competence in
the foreign language on the part of the teacher.
Study 8: Wait time
Joanna White and Patsy Lightbown (1984) found that
teachers typically gave students no more than a second
or two before they directed the question to another
student or answered the question themselves. They also
tended to repeat or paraphrase the question several
times rather than silently wait for the student to
formulate a response.
Ethnography
Ethnographies do not only focus on learning or
teaching but also on social, cultural, and political
contexts and their impact on learners' cognitive,
linguistic, and social development.
Study 9: Language in the home and school
detailed analysis uncovered many differences in
language use and values between the home and school
setting. There was no use of the children's first
language in school. Their first language was replaced
with a restricted and often incorrect version of English.
Study 10: Separation of second language learners in primary
schools
Kelleen Toohey (1998) identified three classroom practices that
led to the separation the ESL children in the classroom. First, the
ESL children's desks were placed close to the teacher's desk, on
the assumption that they needed more direct help from the
teacher. Some of them were also removed from the classroom
twice a week to obtain assistance from an ESL teacher. Second,
instances in which learners interacted more with each other
usually involved borrowing or lending materials but this had to
be done surreptitiously because the teacher did not always
tolerate it. Finally, there was a 'rule' in the classroom that
children should not copy one another's oral or written
productions.
Study 11: Socio-political change and fireign language classroom
discourse Patricia Duff (1995) concluded that socio-political
transformation impacts on classroom practice and ultimately on
second language learning.
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