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    RM

    Uploaded by

    Vũ Anh

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd

    RM

    Uploaded by

    Vũ Anh
    14 views14 pages

    Copyright

    © Attribution Non-Commercial (BY-NC)

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    PPT, PDF, TXT or read online from Scribd

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    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    14 views14 pages

    RM

    Uploaded by

    Vũ Anh

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 14

    Cbservat|on data ana|ys|s

    1 Se|ect|ng an observat|on scheme


    2 An observaLlon scheme Lo observe a realllfe
    phenomenon
    3 Analyzlng daLa
    1 Se|ect|ng an observat|on scheme
    lL ls necessary Lo maLch Lhe scheme Lo Lhe
    purpose of Lhe research
    1he quesLlons
    oes Lhe scheme employ a slgn or caLegory
    sysLem?
    oes Lhe scheme requlre Lhe documenLaLlon of
    hlgh or low lnference behavlors?
    oes Lhe scheme allow a parLlcular evenL Lo be
    asslgned Lo more Lhan one caLegory or evenL?
    ls Lhe lnsLrumenL lnLended Lo be used ln real Llme
    or on vldeo/ audlo recordlng?
    ls Lhe scheme lnLended prlnclpally for research or
    Leacher educaLlon?
    WhaL ls Lhe focus of Lhe lnsLrumenL?
    Cbservat|on data ana|ys|s
    1 Se|ect|ng an observat|on scheme
    2 An observat|on scheme to observe a
    rea|||fe phenomenon
    3 Analyzlng daLa
    2 An observat|on scheme to observe
    a rea|||fe phenomenon
    1he Commun|cat|ve Cr|entat|on of Language
    1each|ng ( CCL1)
    Compare dlfferenL language classroom
    escrlbe some of Lhe feaLures of
    communlcaLlon whlch occur ln second
    language classroom
    ConslsL of 2 parLs
    eatures uest|ons
    art A CLASSkCCMAC1IVI1ILS
    1a Act|v|ty type WhaL ls Lhe acLlvlLy Lype eg drlll role play dlcLaLlon?
    2a art|c|pant
    Crgan|zat|on
    ls Lhe Leacher worklng wlLh Lhe whole class or noL?
    Are sLudenLs worklng ln group or lndlvldually?
    lf group work how ls lL organlzed?
    3a Content ls Lhe focus on classroom managemenL language (form funcLlon
    dlscourse soclollngulsLlcs) or oLher?
    ls range of Loplcs broad or narrow?
    Who selecLs Lhe Loplc?
    4a
    Student
    moda||ty
    Are sLudenL lnvolved ln llsLenlng speaklng readlng wrlLlng or
    comblnaLlons of Lhese?
    Sa Mater|a|s WhaL Lypes of maLerlals are used?
    Pow long ls Lhe LexL?
    WhaL ls Lhe source/ purpose of Lhe maLerlals?
    Pow conLrolled ls Lhelr use?
    eatures uest|ons
    art 8 CLASSkCCMLANGUAGL
    1b Use of target
    |anguage
    1o whaL exLenL ls Lhe LargeL language used?
    2b Informat|on gap 1o whaL exLenL ls requesLed lnformaLlon predlcLable ln
    advance?
    3b
    Susta|ned speech
    ls dlscourse exLended or resLrlcLed Lo a slngle senLence
    clause or word?
    4b
    keact|on to code
    of message
    oes Lhe lnLerlocuLor reacL Lo code or message?
    Sb
    Incorporat|on
    preced|ng
    utterance
    oes Lhe speaker lncorporaLe Lhe precedlng uLLerance lnLo
    hls/ her conLrlbuLlon?
    6b
    D|scourse
    |n|t|at|on
    o learners have opporLunlLles Lo lnlLlaLe dlscourse?
    7b
    ke|at|ve
    restr|ct|on of
    ||ngu|st|c form
    oes Lhe Leacher expecL a speclflc form or ls Lhere no
    expecLaLlon of a parLlcular llngulsLlc form?
    A researcher can develop hls/her own for
    some parLlcular research purpose
    or examp|e a Leacher researcher ls lnLeresLed
    ln Lhe posslble effecLs of dlfferenL klnds of
    sLraLegles for glvlng oral feedback or
    lnLervenlng abouL an error ln spoken
    performance
    ldenLlfylng Lhe locaLlon of an error by prompL
    or nonword (oh)
    Clvlng a locaLlon by repeLlLlon
    Clvlng a prompL
    Asklng a grammaLlcal quesLlon
    Asklng a meanlngrelaLed quesLlon
    reLendlng noL Lo undersLand Lhe uLLerance
    conLalnlng Lhe error
    Asklng for a LranslaLlon
    Cbservat|on data ana|ys|s
    SelecL an observaLlon scheme
    2 evelop an observaLlon scheme
    3 Ana|ycod|ng
    Data
    SegmenL Lhe LranscrlpLlon
    Lach segmenL represenLs a unlL of an
    apparenL LhoughL or uLLerance
    8ecome Lhe core elemenLs ( core
    analyze)
    The major segments comprise each
    speaker's utterances
    8y counLlng frequency
    8y flndlng paLLerns
    1wo ways analyse coded LranscrlpLs

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