Observing Learning and

Teaching in the Second

Language Classroom
Three different settings for acquiring a second
or foreign language:

1. Natural acquisition settings.

2. Structure –based instructional settings .

3. Communicative instructional settings .

 Natural acquisition settings

 The learner is exposed to the language

outside the classroom ,at work ,
playground , school and in social
interaction .

 High ratio of native speakers to learners .

 Access through wide range of vocabulary

and discourse types .
 Can observe or participate in many different
types of communication.

 Ample time for learning .

 Language is not presented step by step .

 No or little error correction .

 Older learners may also learn written

language in the use of video and web-based
materials .

 Access to the modified input (foreigner talk).

Two types of instructional
settings :

1. Structure based.

2. Communicative.
Structure –based instructional settings
 For teaching a language to a group of
second or foreign language learners.

 Focus on the language rather than the

messages it carries.

 Focus on vocabulary , grammatical

rules of target language .

 Linguistic items are presented one at a

time .
 Usually for learners classroom is only the contact

 Teacher is only proficient speaker .

 Taught in a sequence (from simple to complex).

 Frequent feedback on errors .

 Limited discourse types.

 Limited time for learning .

 Prior accuracy than meaning.

 Use of native language for giving instruction or

class management .

 Use modified language on account of

comprehension.

 In some cases, learner’s goal only to pass an

exam rather than use the language for daily
communication .
Grammar Translation Method

 Origin in teaching classical languages (Greek,

Latin).

 Emphasis reading and writing .

 Discourage error.
 Believe in memorization .

 Taught in mother tongue , little use of target

language .
 Taught vocabulary lists , translations and
grammar rules (in detail).
 Based on behaviorism and
contrastive analysis .

 Emphasis oral language and

listening .

 Learn through repetition , mimicry ,

memorization .

 Taught set lists of vocabulary ,

phrases and sentences .
Audio-lingual
 Discourage error . method (learning
through listening)
Communicative instructional settings

 Emphasis on meaning over form .

 Emphasis on communicative interaction .

 Emphasis comprehension than production.

 Use more natural acquisition settings .

 Use props, gestures, contextual cues .

 Use simplified input .

 Student provide simple and erroneous input .

 Limited error correction ,clarification
requests provide feedback.

 Little pressure at high level accuracy.

 Limited exposure to native language input

,but greater exposure to peer interlanguage
input.

 Exposure to variety of discourse types .

 Greater interaction in pair and group work .

 Teacher is only proficient speaker .

 Observation schemes
COLT observation scheme

 Part A: describes teaching

practices in terms of
content , focus, and
organization of activity
types .

 Part B: describes specific

aspects of the language
used by teachers and
students .
 Observation schemes
 Errors and feedback on
errors .

 Asking genuine and display

question .

 Negotiation for meaning .

 Metalinguistic comments.
 Roy Lyster and Leila Ranta developed an observational
scheme which:

 Describes different types of feedback teachers give on

errors .
 Examine student UPTAKE (how they immediately respond
to the feedback .
 Their study identified six feedback types .
 Amy Ohta ,

 She conducted a study on adult foreign language learners of

Japan.

 She examined the oral language that learners addressed to

themselves during classroom activities.

 She found that learner notice recasts when they were provided
by the instructor.

 And ,learners were more likely to react to a recast .

Questions in the classroom
 Examined teacher’s questioning behavior .
 Two question types are examined , “display questions” , “genuine
questions”.
 Long and Sato argued that teachers were using too many display
questions in ESL classroom.
 Long and Sato encourage to ask more referential or genuine
questions.
 Dalton and Puffer said that ,asking more complex open questions
would benefit learners .
 White and Patsy observed the amount of time teacher give to
respond in audiolingual ESL classroom .
 Classroom ethnography
 It is a qualitative and much broader way for observing teaching and
learning in second or foreign language classrooms .

 Not only focus on learning or teaching ,also on social, cultural ,

political realities and their impact on learner’s cognitive , linguistic
and social development .

 The observer can either be a participant in classroom activity or a

non-participant .
 Karen Watson did a longitudinal study over
several years on nine families in the Solomon
Islands .

 She explored language use practices in the

home and in the school .
 Findings :
 Clash of language used in home and school lead to
students’ failure .

 As well as Patricia Duff argued :

 Separation of ESL learner from their native does

not help to success the target language .
 Sociopolitical transformation affects classroom
practice and learning.
Thank You