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SETT FRAMEWORK : 4 MODES - Coggle Diagram
SETT FRAMEWORK : 4 MODES
Classroom Context
Role of learners
1. Manage turn-taking & topic shifts
2. Have freedom to say what they want & when
3. Select & develop a topic
4. Have to be more proactive & less reactive
Importance
1. Learners get to take control of turn-taking
2. Promote second language acquisition
3. Learners say what they mean, clarify & express themselves
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Benefits
1. More relaxed & learning opportunities increased
2. Learners are in control, making the discourse quality richer
3. Clarification Requests : Push learners to rephrase or extend a previous contribution
Characteristics
Interactional Space:
1. Extended learner predominate
2. Participants co-construct the discourse
3. Teacher feedback shifts from form- to content-focused
4. Minimal error correction
5. Maintaining genuine communication than displaying linguistic knowledge
Managerial
Summary of Managerial
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Occurs most often at the beginning of lessons. It can also occur at the post-lesson or a link between two stages of a teaching lesson.
Pedagogic goals
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To move to and from alternative forms of learning: lockstep (whole class), pair- and group- work, or individual
Materials
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The interactional patterning is tightly controlled: turn are latched, following from each other without any pauses.
The topic is determined by the material and the teacher elicits, evaluates and displays learner responses, correcting and extending their contributions.
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Pattern of interaction
Evolve from the material that largely determine who may speak, when and what they may say.
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Teacher echo serves a useful function, confirming a contribution and amplifying it for other learners
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This mode happens when the lesson is focused on the material, or task. The attention of the students is typically focused on the material or the task at hand
Skills and systems
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Summary
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Learners respond to teacher prompts in an endeavour to produce linguistically accurate strings of utterances
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Interaction mode
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Turn- taking and topic selection are determined by the target language and responsibility for managing the turn- taking usually lies with the teacher
Pedagogic goals are oriented towards accuracy rather than fluency and the teacher’s concern is to get learners to produce strings of accurate linguistic forms and manipulate the target language.
In skills and systems mode in a higher education setting, then, the university teacher’s prime concern is to establish key factual information or to foster important discipline- specific skills.
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