Guidelines For Language Classroom Instruction
Guidelines For Language Classroom Instruction
Guidelines For Language Classroom Instruction
2.1 Meta-Planning for Lesson Objectives In the 1960s, research showed that explicit second language grammar rules
were not consistently effective. This led to communicative teaching methods
focusing on form rather than correctness.
The objectives of a lesson depend on the teacher's Teachers should be aware of options in making rules explicit, involving
objectives, which are the result of lesson planning and deductive or inductive presentations, and whether the language is abstract
the course syllabus. The first element of a lesson is or written. They must ensure the clarity and sufficiency of their explanations
typically the first component of the traditional "present- by checking student comprehension.
practice-evaluate" sequence.
An example of Crookes and Chaudron's model in a brief grammar explanation
Teachers make choices about the physical follows:
characteristics of the presentation and the deductive or
inductive procedures for learners to acquire rules, Teacher: Can we say "these" in a tag? Focus + solicit
items, and analogies. Student: You can't use the word "these" in a tag. Explaination + explicit rule
Teacher: What do we need to use? + solicit
Story telling: An oral presentation by a teacher, often Copying: students write down visually presented text.
entertaining and long, is a practice that uses extended
discourse to maintain attention or motivation. Reading aloud: student(s) read aloud from a given text-distinguished from
dialogue presentation in that the focus is on pronunciation and rhythm.
A propos: Socially oriented interaction speeches by
teachers, students, or visitors on general real-life topics are
typically authentic and genuine. Drill: typical language activity involving fixed patterns of
students and teacher responding and prompting, usually
Input/Control Phase with repetition, substitution, and other mechanical
Organizational : The managerial structure of lessons involves
reprimanding students, organizing class furniture, implementing alterations; typically with little meaning attached.
general procedures for interaction and performance, and
defining the purpose of the lesson. Dialogue/Narrative recitation: students recite
a passage or dialogue which they have
Content explanation: explanation of lesson con- tent and grammar or other rules
and points: phonology, grammar, lexis, sociolinguistics, or whatever is being previously learned or prepared; either in
“taught.” unison or individually.
Cued narrative/dialogue: Students construct Referential question-answer:
narratives using cues like miming, cue cards, Referential questioning is an activity where the questioner
pictures, flow charts, and functional requests, asks unpredicted responses, aiming to gather information
such as filling empty bubbles, cued dialogues, for non-task or problem-solving purposes.
and discourse chains.
Checking: teacher guides the correction of students previous
activity or homework, providing feedback as an activity rather than
Meaningful drill: language activity involving exchange of a limited
within another activity.
number of fixed patterns.of interaction: distinguished from
mechanical drills in that students have to make a choice with
Wrap-up: brief teacher or student-produced summary of points or
respect to the meaning conveyed.
items that have been practiced or learned.
Game: Language activities, such as board games, hangman, and Information exchange: Information gap exercises involve one-way
bingo, are organized with specific objectives and rules, often or two-way communication, requiring critical information acquisition
involving competition for entertainment and relaxation. to achieve a goal, distinct from drills, information transfer, and
referential questions.
Role play: students act out specified roles and functions in a
relatives free way, distinguished from card dialogues is the cuing
being provided only minimally at the beginning, not during, the
activity.
BORDERLINE ACTIVITY
Report: Students prepare oral expositions of previous work,
elaborate on their interpretation, and report on information obtained Testing: Formal testing procedures for
during an activity, as long as it is considered preparation. assessing student progress are
considered borderline as they can be
Narration:. Students narrate experiences, events, or news in their included in any phase, depending on
own words, distinguishing it from cued narratives due to lack of the content to be tested.
immediate stimulus.
Discussion: debate or other form of group discussion of specified 3.2 Task Types and Parameters
topic, with or without specified sides/positions prearranged. The passage delves into language learning research, focusing on
task types, parameters, and complexity. It emphasizes
Composition: written development of ideas, story, dialogues, or Robinson's distinction between complexity, conditions, and
exposition: akin to part but in the written mode. difficulty, and the impact of cognitive resources, conditions, and
internal factors on learners' outcomes. It emphasizes the
Problem solving: Students engage in cooperative activities involving importance of task analysis and sequencing for enhancing learner
problem-solving, establishing limitations on means, and allowing only success.
one outcome per group, sometimes among other possible solutions.
3.2.1 Relevant Characteristics
Drama: planned dramatic rendition of play, skit, etc. The passage discusses the characteristics of language learning
tasks, focusing on factors like information structure, shared
Simulation: activity that involves assumptions, recycling, and convergence. It emphasizes
complex inter- action between providing comprehensible input and interactional modification to
groups and individuals based on clarify misunderstandings. It also discusses the impact of shared
simulation of real-life actions and assumptions, extensive background information, and visual
experiences. support on meaning negotiation. The passage highlights the
implications of these factors for language learning tasks.
4. FACILITATION
Instructors play a crucial role in arranging materials for effective 4.2.1 Question Types
learning, especially in cognitive skill learning. This involves
considering classroom organization, teacher-student interaction Studies reveal that English as a
dynamics, and the interface between these factors and selecting Second Language (ESI) teachers use
appropriate learning tasks to ensure effective learning. different classroom questioning
patterns compared to native speakers
and non- native speakers, possibly
4.1 Class Organization due to their emphasis on transmitting
target language information through
Classroom organization involves key participants like teachers, display questions.
aides, students, and the class. Student- centered learning is
preferred over teacher-dominated methods, offering
individualization, language use, and achievement. Pair and group Display questions in language learning may not significantly differ
work are effective, with research showing equal grammatical from real-life language models, and lack of real communication
accuracy and diversity in performance. Teachers should develop between teachers and students can hinder comprehension and
fewer teacher-dominated activities. language development. Less complex language is likely produced
by learners who understand the teacher's focus on accuracy rather
than meaning.
4.2 Aspects of the Teacher-Fronted Class
4.2.2 Wait-Time
This emphasizes the productivity of small groups over teacher-
fronted classes, but also discusses the "lock-step" mode that Wait-time is the pause after a teacher's question, lasting until a
teachers can sometimes use to optimize SL learning, specifically student answers or the teacher adds a comment. It can be altered
focusing on question type and wait time. by teachers, but usually short. Increased wait-time improves
learning and classroom discourse quality. A study found longer
student utterances after longer wait-time, but not per student turn.
5. CORRECTION AND FEEDBACK Formal feedback can be helpful in
correcting mooted forms, but studies
The focus on formal aspects of the SL has show that recasts are effective 20-25
become a concern for both ethologists and percent of the time, as they occur when
practitioners, with feedback correction and learners reach a stage of grammatical
feedback being considered integral components. competence that allows them to perceive
slight differences.
SUGGESTED ACTIVITIES