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SYSTEM-BASED APPROACHES and AD HOC APPROACHES - Coggle Diagram
SYSTEM-BASED APPROACHES
and AD HOC APPROACHES
AD HOC APPROACHES
Offer the construction of more flexible instrument
Based on a specific classroom
Involves designing a specific instrument in relation to a particular context through a process (Guided Discovery)
Participants:
1) Group of practitioners
2) Outside researchers
3) Another colleague
In classroom observation gives participants ownership of the research design process and greater insights into the issues under investigation
Allow practitioners access to & understanding complex phenomena which might otherwise take years of class experience to acquire
Advantages of Ad Hoc Approaches
Ad Hoc allows for a more in-depth understanding of a specific aspect of the discourse. For instance, in a dialogue course, to ensure which scaffolding strategies can be used based on the student's response.
Scaffolding :
a) Reformulation - rephrasing a learner's contribution
b) Extension - extending a learner's contribution
c) Modelling - providing an example for learner(s)
Using scaffolding strategies for shaping learner talk to elicit fuller, more accurate or appropriate responses.
Reformulation: Rephrasing a learner's contribution.
Extension: extending a learner's contribution
.3. Modelling: providing an example for learners.
A group of practitioners, an outside researcher or another colleague may be included in the process, and they will work together or create an instrument to solve a specific pedagogical issues.
SYSTEM-BASED APPROACHES
Flanders (1970): Flanders Interaction Analysis Categories (FIAC)
The Flanders system was designed for use in content classrooms, but the emphasis was on classroom language, which was classified as follows :
Pupil Talk :
a) Pupil talk response
b) Pupil talk initiation
Teacher talk :
a) Accepts feelings
b) Praises or encourages
c) Accepts or uses ideas of pupils
d) Asks questions
e) Lectures
f) Gives direction
g) Criticizes or uses authority
Silence :
a) Period of silence or confusion
Moskowitz (1971): Foreign Language Interaction (FLINT)
The FLINT system is an extended version of FIAC system that has 22-category instruments. It is structured specifically as an aid for the teachers in foreign language classrooms.
The FLINT system is considered to be more complex than FIAC system, so Moskowitz recommended the teachers to master FIAC system first in order to understand the functions well.
The FLINT system includes teacher talk in foreign language interactions like:
deals with feelings or accepts feelings
praises, encourages or make jokes
accepts or uses ideas of students
repeats students' response verbatim
asks the students some questions
gives information and corrects without rejection
gives correct direction
criticizes the students' response
Spada & Frohlich (1995): Communicative Orientation of Language Teaching (COLT)
The authors acknowledge the instrument's limitations, stating that "if one is interested in undertaking a detailed discourse analysis of the conversational interactions between teachers and students, another method of coding and analyzing classroom data would be more appropriate" (Spada and Frohlich, 1995: 10)
First Objection :
Patterns of interaction must be matched to the categories provided :
The outcomes are predetermined and cannot account for events that do not fall into the descriptive categories.
Second Objection :
There is no allowance for overlap; the observation categories are discrete, and there is an underlying assumption that classroom discourse proceeds sequentially.
Criticism :
Chaudron (1988) : observers may fail to
agree on how to record what they see.