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Observing, Learning, and Teaching in the 2nd Language Classroom second…

- - - - structure-based approach
      - communivative approach
      - second language input and opportunities for interaction
    - - based on interactions between second language learners engaged in different communicative tasks
        
        communication task: picture description
        
        communication task: jigsaw
  - - - describes different types of corrective feedback and student uptake
        
        recasts and private speech
        
        oral language that learners addressed to themselves during classroom activities
        
        recasts do get noticed in classroom interaction even if they do not lead to uptake from the student who originally produced the error
        
        recasts in different instructional settings
        
        counterbalance hypothesis
        
        feedback is more noticed if learners are oriented in a direction that is opposite to what they have become accustomed to in their instructional environment
        
        corrective feedback in context
        
        descriptive study
        
        opportunities for feedback greatest in this context
        
        feedback most frequent in explicit language focused exchanges
        
        followed by content, communication, and management
        
        1 more item...
        
        oral and written corrective feedback
        
        oral corrective feedback consisted of recasts or metalinguistic information
        
        parallel written corrective types were direct correction or direct metalinguistic feedback
        
        findings determined that the medium of corrective feedback isn't as important as explicitness of corrective feedback
- - - - teachers urged to use fewer display questions and instead use referential questions
  - - - greater quantity and quality of output after open questions
        
        led to most complex linguistic outcomes
        
        requires high-level of competence in foreign language on part of teacher
  - - - advantages for learners receiving more intensive instruction
        
        advantages were seen in superior language abilities and attitudes toward the language
- - - - goal is to see that students learn vocabulary and grammatical rules of target language
        
        learner's goal may be to pass an exam rather than use language for social interaction beyond the classroom.
        
        linguistic items presented/practiced in isolation
        
        errors frequently corrected
        
        learning often limited to few hours/week.
        
        teacher is often the only native or proficient speaker the student encounters
        
        1 more item...
  - - - emphasis on interaction, conversation, language use than learning ABOUT language
  - - - most children are native speakers of target language and instruction is targeted towards native speakers rather than language learners
        
        language not presented step by step
        
        learner exposed to variety of vocab and structures
        
        learner errors rarely corrected
        
        learner surrounded by language for many hours during the day
        
        learner encounters a number of different people who use the target language proficiently
        
        learners observe/participate in different types of language events
        
        encounter written language in vide/web-based materials
        
        learners must often use their limited second language ability to respond to questions/get information.
        
        modified input is available in one-to-one conversations
- - - - findings: environments with rich and stimulating for linguistic and cognitive development led to children failing in school
        
        no use of child's first language in school and replaced with a restricted and incorrect version of English
        
        questioned value of school in the parent's home and this was the biggest factor in child's lack of continued cognitive and linguistic development in school
  - - - students incorporated feedback provided by teacher in subsequent production
        
        teacher and students worked together to negotiate the meaning and form
        
        developed fluency, accuracy and comprehension skills in the process.
        
        sociopolitical transformation affects classroom practice and second language learning
  - - - ESL children's desks were placed close to the teacher's desk
        
        removed from class twice a week for ESL assistance
      - ESL learners interacted more with each other
      - rule that children should not copy each other's written or oral productions