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In order to understand how the pedagogy based on genre influence the oral
production ability in the students I have though that the acquired knowledge is a
good point in order to analyze the outcomes from the present research. Therefore,
based on the theory that support this study I decided to carry out the analysis in
three different ways, based on categories, the students and teacher perceptions
about the class progress, and based on basic SFL in order to assess the students
work through the use of a rubric, as follows:
Interviews = Analysis based on students and teacher perceptions about the English
class progress.
Class observation
Analysis in terms of Categories
Observa
Macro category Sub category tion N°
Turn N°
IRE/F
Type of
ER
Interaction
IR
(ss-ss, t-ss, ss, t)
Evaluation -
Evaluation +
Teaching Evaluation
Methodology
Strategy (reinforcement, examples)
Strategy/ eliciting (ask for clarification;
explanation)
Strategy (ask for confirmation, eliciting)
Scaffolding, modeling
(ask for / adds / provides information,
trigger, inv. to participate/ continue, direct
/ real question). REAL Q es MOTivación
si ayuda a que el ss construya si si no
no!
Continue solo si se estan
dando pistas, si no no!
Direct / Real question
Discipline / order
Control Instruction / explanation
Inv. to participate
Explicar al ector como veia yo el scaffold, que me indicaba que habia scaffold,
primero lo define, que entiendo yo por scaffold a partir de lo que esta en la
categoría que voy a describir. Acciones que e docente hace para motivar el
aprendiza je a taves de acciones como trigger, … lo que esta ahí en la categoría
que estoy refiriendo.
Class observation
Analysis in terms of Categories
Obser
Macro category Sub category vation Speaker turn N°
N°
1 235-238 244-246
240-244 246-250
2 3-7 128-137 247- 253
26-28 141-145 261-267
39-44 159-161 271-278
54-61 167-177 287-289
61-73 228-230
IRE / IRF
79-83 240-242
1 ---------
2 7-20 152-158 286-291
27-30 210-215
119-124 233-238
3 ---------
4 49-56 319-323 335-338
217-218.
RE 5 75-76.
6 8-9 38-40 136-137
7 23 -26
IR 1 -----
2 22-27 126-127 269-270
33-37 139-144 279-285
85-96 161-166 293-296
105-119 178-206
3 24-33 68-73
40-43
7 6 -9 69-72 90-92
30 -34
Evaluation - 4 20, 24, 85, 99, 119, 127, 145, 218, 262,
298, 308, 310, 312, 314, 339, 351, 355,
365.
Teaching
Methodology 5 22, 75, 84, 186.
1 24, 38, 42, 44, 76, 84, 88, 104, 106, 203,
235, 238, 250, 252, 256, 267.
4 22, 36, 44, 50, 54, 56, 63, 65, 71, 79, 83,
89, 93, 101, 105, 123, 139, 149, 159,
175, 192, 226, 235, 284, 286, 288, 290,
300, 306, 323, 331, 338, 395.
5 27, 40, 44, 86, 88, 90, 92, 94, 97, 104,
117, 119, 121, 123, 125, 127, 152, 154,
Evaluation +
184.
6 9, 11, 38, 50, 58, 70, 72, 76, 80, 96, 108,
137, 156, 184, 197, 274, 284, 315, 355.
1 27, 82
2 -----
3 ------
4 40, 56, 75, 129, 131, 198, 200, 222, 237,
243, 249.
Strategy (reinforcement,
examples)
5 44, 66, 68, 148, 182, 184.
6 160
7 -------
4 22, 32, 60, 74, 75, 77, 07, 121, 133, 169,
Strategy/ eliciting (ask for
196, 222, 230, 237, 247, 316.
clarification; explanation)
5 140,
6 3, 16, 53, 100, 129, 195, 213, 313, 315,
337, 357, 361.
7 84.
1 76
2 247, 265, 269, 281.
Control 3 3
4 26, 79, 111, 292.
Direct / Real question
5 20,
6 312
7 73, 76.
1
2 51, 73, 149, 159, 204.
3 1, 36, 129.
4 36, 210, 233.
Discipline , order 5 10, 49, 61, 80, 82, 127, 131, 139, 160.
1 33, 36
2 48, 259.
3 43, 45, 47, 49, 51, 58, 64, 66, 104, 122.
Affective factors 1 27
2 283
3 17, 82, 94, 100.
Showing interest, motivation 4 13, 76.
5 19, 77, 89.
6 12, 48, 67, 265.
7 77
1
2
3
Showing self-confidence 4
5 159, 161
6 35, 46.
7 50, 56, 77.