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SETT, Summarisation of this mode - Coggle Diagram
SETT
Classroom context
- Teacher only listen and support the interaction.
- Turn-taking for interaction is managed by the learners and the learners have the freedom of what to say and when.
- Opportunities for genuine communication are persistent and teacher plays less prominent role by giving learners all the interactional space.
- Interaction is initiated from the interactional opportunities that appear from experiences and cultural background of the learners.
Cons of CCM
- Teachers are unable to control the interaction.
- Teacher feedback is minimal.
- Enable learners to talk about feelings, experiences, personal matters, establish a context, activate mental schemata and promote oral fluency practice.
- Clarification request by the teacher enhances the learners to extend previous contribution which in a way leads them towards 'pushed output'.
- The orientation of classroom context is to maintain genuine communication instead of displaying linguistic knowledge.
Pros of CCM
- Opportunities for learning are increased.
- Academic task and social participation structure are more relaxed.
- Maximizing learning potential.
Interactional Features:
- Extended learner turns: the speech exchange system is frequently managed by learners themselves with little to no teacher involvement.
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- Minimal / Direct repair; repair is only used to fix an interaction breakdown.
- Content feedback focusing on message, not form.
- Extended referential questions, rather then display questions.
- Scaffolding to aid the learners to express their ideas.
- Clarification requests and confirmation checks.
- Topicalisation: learners select and develop a topic which maximizes learning potential.
- This mode has an enormous significant in promoting second language acquisition.
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Skills and systems
- Provides language practice in relation to particular language systems and skills
Language System
- Phonology
- Grammar
- Vocabulary
- Discourse
Language Skills
- Listening
*Speaking
- Reading
- Writing
- Pedagogic goals focuses more on accuracy rather than fluency and teacher focuses more on the student's linguistics forms.
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- Teacher manages the interaction by managing the turn-taking and the choice of topic and the teacher focuses more on the correct forms Learners are given interactional space but the main focus is the forms
* For teaching the higher level group of students, the teacher asks display questions as a guidance for them
- The teacher will reject all simple answers
- Students will have to keep guessing until they find what exactly the teacher expects
- This will force the students to do the impossible
- This is a complex skill and the learners will have to contribute in this mode
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Level of students
- In this mode, learners always goes through the teacher for evaluation, confirmation and repair.
- In higher level classes, the teacher seeks for clarification from students based on their work. Thus, this gives the students opportunity to explain themselves
Turn Taking Pattern
Deductive - For lower and intermediate level students where teacher maintain tight control of the interaction
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- For high level of students, this mode can be modified to make sure that students find their own answers without scaffolding or direct repair too provide opportunity for them
- Works better with lower or intermediate level students because teacher can guide them through scaffolding and direct repair.
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Managerial
- Occurs most often at the beginning of a lesson. It refers to any organisation of learning. Managerial mode also may occur post-activity or as a link between two stages in a lesson.
- Functions as a support to the other three modes. We can say that it is an ‘enabling’ mode.
Pedagogical Goals
- (e) to move to and from alternative forms of learning: lockstep (whole class), pair- and group-work, or individual.
- (d) to introduce or conclude an activity
- (c) to refer learners to specific materials
- (b) to organize the physical conditions for learning to take place
- (a) to transmit information related to the management of learning
- Its principal pedagogic purpose is the management of learning, including setting up a task, summarizing or providing feedback on one particular stage of a lesson.
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Very little interactional space or choice of topic are afforded; the interaction is organized exclusively around the material.
Pedagogically, the focus can be interpreted as providing vocabulary practice around a specific piece of material.
Patterns of Interaction
Evolve from the material that largely determines who may speak, when and what they may say.
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Materials
Interactional Space
Varying degrees
However, depending on the nature of the activity, learners contributions are still bounded by the constraints imposed by the task in hand.
Teacher echo serves a useful function (confirming a contribution and amplifying it for the other learners.
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