Guidelines For Language Classroom Instruction 2.

2 Modalities (Materials, AV)

GRAHAM CROOKES•CRAIG CHAUDRON
The importance of practice in cognitive skill acquisition is
increasingly recognized, especially in EFL settings.
rookes and Chaudron's "Guidelines for Language Classroom Teachers should focus on arranging materials for students

C Instruction" discusses research and practice in second and foreign

language contexts, focusing on presentational modes, activities,
classroom organization, teacher control, and corrective feedback.
to engage in speaking, writing, or listening.

In EFL settings, class time is valuable, so teachers should

move on to practice phases of a lesson as soon as
possible. The major resource for teaching aids is
I. INTRODUCTION textbooks. Other aids include chalkboards, flashcards,
Internet etc.
The core area of second language (SL) teaching &
learning is the interaction between teachers and
Choosing whether to use AV aids is usually a matter of
students. Teachers make decisions at every moment of
individual teacher judgment, considering factors such as
instruction, based on the experience, intuition, and
aid comprehension, student talk, and efficiency of class
knowledge of the range of instructional alternates and
time. A critical stance is called for when using textbooks,
cultural context.
as they are often influenced by market pressures and can
run counter to legitimate educational pressures.

2. LANGUAGE PRESENTATION 2. 3 Rule Presentations and Explainations

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

Faerch (1986) found that a typical sequence in teacher rule

presentation involved problem- formulation, induction, rule
formulation, and evaluation.
GUIDELINES
For Language Classroom
Instruction

Submitted By: Group-4

Annafe B. Monte
Jessalyn C. Maturan
Trixie M. Go
Jeneath E. Ocon
Nikkitha L. Magdagasang
May Ann Rose E. Hepolla

Submitted To: Jay Mark V. Fulgarinas

 Role play demonstration: use of selected students
3. TASKS or teacher to illustrate the procedure(s) to be
applied in the following lesson segment: it content
This section discusses the importance of identifying primary teaching units,
to be incorporated.
evaluating their impact on learning, and suggesting the use of activity and
task classifications for instruction.
Recognition: Students identify lesson-related items using oral or visual
3.1 Subsections of a Lesson— data without producing language, using techniques like checking off
The Activity items, drawing symbols, rearranging pictures, matching utterances,
Activity refers to the parts of a lesson, including controlled
and underlining significant information.
and freer learning procedures. It is categorized according to
instructional sequencing phases: Information and
Language modeling: The teacher presents a new language using visuals,
Motivation, Input Control, Focus Working, and
blackboard drawings, realia, miming, and recorded material, involving student
Transfer/Application. Teachers should be familiar with these
participation for pronunciation, syntax, and meaning comprehension.
types and their benefits.
Information and Motivation Phase Dialogue Narrative presentation: Passive reception involves passively listening to
a text, such as dialogue, narration, or song, without completing any tasks related
Warm-up: Mime, dance, song, and joke
to the content.
play are used to stimulate, relax,
motivate, and engage students, not
Question-answer display: Display questions are controlled activities where
necessarily related to the target
students are prompted to respond, unlike referential questions, which require the
language.
Setting: The teacher directs attention to the questioner to know the response.
lesson topic through various methods such as
questioning, miming, picture presentations, or Review: teacher-led review of previous week month or other period; a formal
tape recordings. summary and assessment of students recall and performance.

Brainstorming: Students and teachers Focus/Working Phase

contribute freely to a topic, generating
multiple associations without linking Translation: student or teacher provides LI or L2 translations of given text.
them, without explicit teacher
analysis or interpretation. Dictation: students write down orally presented text.

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.

Preparation: students plan the subsequent activity (in pairs,

individually, or in groups) by means of rehearsing, making notes, or
simply thinking. Transfer/Application Phase

Information transfer:. Students extract information from written or

Identification: students pick out and produce/ label or otherwise
spoken texts, apply it to other modes, transform it using diagrams,
identify a specific target form, function, definition, or other lesson-
graphs, and answering questions, distinguishing identification from
related item.
reinterpretation.

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.

Feedback is crucial for communicative exchanges, language

teachers, and learners, as it helps improve target language
development and subject matter knowledge by enhancing Recent research on French language immersion classrooms
learners' understanding and production. in Canada shows that explicit correction and negotiated
feedback are beneficial in guiding learners to correct use of
Language teaching approaches vary in teacher correction, with target forms. However, implicit feedback in the form of recasts
traditional views suggesting all errors are corrected, while is less effective than encouraging learners to self-correct or
current views emphasize learners' need for feedback and having others assist in corrections. Peer correction has the
possible correction. potential advantage of being at the right level of development
in the learner's interlanguage grammar.
Teachers often mistakenly believe correct grammatical form
through "recasts" will make learners incorporate corrections
into their grammars, as feedback is perceived as confirmation
The natural order of grammatical
or clarification of functional meaning.
development limits the
For example: effectiveness of feedback and
Student: I can no go back home today early. correction, and teachers must
Teacher: You can’t go home early todav? stay current with research
Student: No. findings to understand when
correcting is necessary.
6. CONCLUSION

This review of SL classroom teaching highlights

areas of ignorance and the need for knowledge.
Teachers should know what information exists
and where there is room for investigation to aid
decision-making. As the SL profession develops,
more teachers are qualified to conduct research
or collaborate with researchers. Teaching is a
series of judgment calls, and teachers should
use knowledge and professional reflection to
educate and inform judgments.

SUGGESTED ACTIVITIES

1. Create a mini-lesson on a specific point of language form or

function, then individually and as a group present and evaluate
your suggestions, and develop a joint teaching method.

2. The first activity involves each person teaching a point in an

unknown language to the group, and discussing their feelings
about being a second language learner.

3. Discuss strategies for maintaining a positive classroom climate

with multicultural students, promoting student interest and
motivation through partner work.