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EFL Didactics:
The description of the
instructional sequences of
University teachers
Jos Aldemar lvarez Valencia
joseaedu@yahoo.com
Universidad de La Salle, Bogot.
AGENDA
0. Some inquiries
1.Research objectives
2.Research questions
3. Some relevant constructs
4. Research design
5. Findings
6. Discussion and conclusions
1. RESEARCH OBJECTIVES
-To
2. RESEARCH QUESTIONS
1.
3. SOME RELEVANT
CONSTRUCTS
Didactics
a discipline that explains the teachinglearning processes, and at the same time
it purports to build its knowledge based
on reflection and dialogism among the
axes (philosophical, epistemological,
historical) that conform it and the agents
that participate in the pedagogical
practices.
DFLT
1840 TO DATE
EMERGENCE OF METHODS
AND APPROACHES
Instructional sequences
-Grammar Translation
Method
-Direct Method
-Situational Language
Teaching
-Audioloingualism
-Silent Way
-Total Physical Respon.
-Community Language
Teaching
-Suggestopedia
-Communicative Appro.
-Others
Activity:
is a segment of classroom life, is
intended to cover all distinguishable
behavioral segments in a classroom...
(Crookes, 2003 p. 144)
Instructional sequence
J.
Dakin
(1973)
Stages of
teaching
and
learning
Chastai
n
K.
(1989)
Parts of
a class
Nunan,
(1999)
Willis,
(1996)
Task based
approach
Gower et al.
(1995)
Lewis
& Hill
(1999)
Teaching
sequence
ESA
Harmer
(2007)
Presentation
Preview
Presentati
on
Pre-task
Introductio
n to topic
and task
Presentation
Stage
1
Introduce
structures
Introdu
ction
Presentati
on
Teach
Pre-stage
E: Engage
Practice
View
Practice
Task-cycletaskPlanning
report
-Report
Practice Stage
2
practice
saying
the
model
sentences
Present
ation
Practice
Test
In-stage
S: Study
Developme
nt
Review
Productio
n
Language
focus
Analysis
and practice
Stage
3
Guided
practice using
cue cards
Exploit
ation
Productio
n
Teach
Post-stage A:
Activate
Testing
Stage 4 Freer
practice using
new context
Stage 5
Students make
a record of the
form and uses
of
the
structure
Reading
Listening
Review
5. FINDINGS
PHASES OF
THE CLAS
S
Teaching- le
arning activ
ities
Language skil
ls and subski
lls
Lets recap
FIRST QUESTION:
COMPONENTS OF
INSTR. SEQ:
SECOND
QUESTION:
ARTICULATION
OF COMPONENTS
OF INSTR. SEQ:
Components IS
Sequential regularity
Phases of
a class
(5)
Skills (4)
Subskills
(3)
Activities
(39)
Mara
Flor
Presentati
on /
Practice/
Productio
n
Presentati
on
Homework
Check
Presentati
on
Presentati
on
Practice
Johny
Martha
Practice
Practice
Warm-up
Practice
Practice
Presentat
ion
Presentat
ion
Practice
Presentation
Presentati
on /
Practice/
Productio
n
Production
Practice
Practice
Presentat
ion
Practice
Practice
Practice
Presentat
ion
Presentat
ion
Practice
Productio
n
Presentatio
n
Practice
Practice
Presentat
ion
Presentation /
Practice
Producti
on/
Evaluatio
n
Presentat
ion
Practice/
Presentat
ion
Presentation
/Evaluation
Evaluation
Margare
th
GENERAL
SEQUENCE
Mar
a
f/b
Flor
Margareth
Johny
Marth
a
GENERAL
SEQUENC
E
d/f/b
b/f
e/c/f
b/c
f/b
c/f
g/f
b/g
b/c/f
f/b
d/b
b/f
b/g
b/g
f/g
b/g/c/e
(Coll,
1991; Zabala Vidiella, 1997; Woodward, 2001;
Richards and Rodgers, 2001)
-Emergent didactics
(Kumaravadivelu, 1994; Prabhu, 1992; Edge, 1996,
lvarez, 2007, 2008).
ACTIVITIES
P
R
O
D
U
C
T
I
O
N
LANGUAGE SKILLS
AND SUBSKILLS
ACTIVITIES
LANGUAGE SKILLS
AND SUBSKILLS
ACTIVITIES
FOREIGN LANGUAGE
CLASS
EV
AL
UA
TI
ON
ACTIVITIES
ACTIVITIES
LANGUAGE SKILLS
AND SUBSKILLS
LANGUAGE SKILLS
AND SUBSKILLS
PRACTICE
HOMEWORK
CHECK
PHASES OF
THE CLASS
Teachinglearning
activities
Language
skills and
subskills
Joseaedu@yahoo.com
Thank you!!
(Coll,
1991; Zabala Vidiella, 1997; Woodward, 2001;
Richards and Rodgers, 2001)
-Emergent didactics
(Kumaravadivelu, 1994; Prabhu, 1992; Edge, 1996,
lvarez, 2007, 2008).
1. TEACHING-LEARNING
ACTIVITIES
OBSERVATIONS
TEACHERS LOGS
A3 (Organizational)
30%
A16 (Identification)
20%
A9 (Checking)
15%
A9 (Checking)
11%
A4 (Content explanation)
10%
A3 (Organizational)
8%
A11(Question-answer display) 8%
7%
A23 (Referential
question- answer)
5%
7%
Sample:
The teacher is in the classroom, she greets
them (students) and arranges the chairs like in a
round tableshe writes on one side of the board
the agenda for the day. She calls the roll and asks
students about their namesshe gives instructions
for the first activity and goes around the
classroom arranging it for students to start
(Observation, Martha, January, 29, 07).
Sample
The teacher assigns students to work on an activity
in which they have to create an adjectiveshe goes
around in order to monitora group of students are
discussing about how to say the word aroma in
English and the teacher says smell. The teacher
asks if students have finished the activityA student
asks: Teacher how do you say autoestima in
English, the teacher replied self-esteem
(Observation,
Flor,
Feb.
13,
07)
Sample
73 MARTHA: Eh I take the book, the scripts of the
book and I make (sic) different kind (sic) of exercises
from the book! Yes? You have to complete, you have
to say right or wrong, you have to correct the false
ones, you have to complete the lines, you have many
activities (Interview Margareth, Marzo 23,07).
Sample
Activity
Objective
Material
4. The family
tree
-To
foster
the Board
identification of the
members of the
family
-Correct students
possible mistakes
when
creating
sentences
TEACHERS LOGS
f (Grammar)
28%
b (Speaking)
27%
b (Speaking)
21% f (Grammar)
24%
g (Vocabulary)
18% g (Vocabulary)
16%
c (Reading)
11% c (Reading)
13%
a (Listening)
8%
8%
d (Writing)
7%
e (Pronunciation) 6%
(Madsen, 1983)
d (Writing)
Sample
Researcher: so, we can say that you organize or
your plan your classes based on skills?
Johny: On skills, yeah! Basically. (Interview,
March 28, 07)
Martha: OK. In order to plan my classes I
consider the number of students, their needs, the
time I have for teaching a specific topic and the
four skills and also the kind of activities I have to
include for all kind of students (Interview,
March 23, 07)
3. PHASES OF A CLASS
OBSERVATIONS
TEACHERS LOGS
Practice
53%
Practice
66%
Presentatin
16%
Production
14%
Production
12%
Presentation
12%
Evaluation
10% Evaluation
6%
Homework check
4%
2%
Homework check
Sample
17. MARTHA:... Started (a class)
with the
explanations of grammar and with the exercises,
with listening and maybe they have finished with
evaluation, right? (sic). Maybe, because its
something traditional that you have to start with the
presentation, with the explanation, with the
internalization of the knowledge, right? And then
you have to evaluate if the students learned...
Interview, Marzo 23, 07)