Ldt 4 - Samples Of Teacher's Language

Transcript

ICELT LDT 4 The group chosen for the collection of teacher’s language samples was a CAE one (B2 moving towards C1). The learners in this group whose ages range !etween 1" to 2# $ears old have !een stud$ing English for at least % $ears (some of them since the$ were children). The recorded lesson aimed at giving learners the chance to revise previousl$ taught art related le&is in order to practice for the spea'ing paper of a proficienc$ e&am. earners were engaged in different spea'ing tas's and some word meaning recognition activities in which the$ were given the chance to notice how to use them in conte&t. The samples of teacher’s language that follow arose from a complete lesson and the$ var$ var$ from from ‘rigid patterns’   (cCarth$ 1**1+12) in which the response follows a somehow ,rehearsed’ and e&pected turn-ta'ing !etween teacher and learners in their roles to more natural e&changes or some ma$ sa$ more authentic ones considered appropriate due to what is seen as natural ,norms and conventions for spea'ing within the group’ (ennerstrom 2//0+ #). 1. ‘I think think his his answe answerr is a very very good good one! one!’’ This sentence was said in response to a third learner who was wondering a!out the meaning of a word. ot onl$ is it accurate !ut it is also appropriate appropriate  it encompasses different different 'inds of  functions such as of e&pressing an opinion or the function of !eing ,primaril$ messageoriented’ (Brown 3 4ule 1*50+10) which means the teacher intended for the learner to accept that the other answer was a ,good one’ or ma$!e ,the correct one’ -. 2. ‘Be crit critica ica ao"t ao"t yo"r yo"r #er$or% #er$or%anc ance! e! 6t will help $ou prepare for $our spea'ing test.’ 6 used this sentence when as'ing learners to listen to the recordings of their spea'ing moc's while while anal$ anal$7in 7ing g what what the$ the$ wish wish the$ the$ would would have done done diffe differen rentt and wh$ wh$. 6n terms terms of  phonolog$ phonolog$ due to the fact that this is an imperative sentence sentence  an e&ponent to the function of  giving orders  all of the words are stressed and the intonation fell at the end of it. 6t was successfull$ used to ma'e learners understand how the$ were supposed to act towards the activit$ the$ were assigned with. 0. T+ Can we say that a #ace is vivid& + 4es8 4es8 it is o!vious that a place is vivid. T+ Is it& (8) it& (8) This e&change happened during a dela$ed feed!ac' moment when 6 as'ed the whole group if the$ could use the ad9ective vivid  to  to descri!e a ph$sical place. hen anal$7ing discourse this this is an e&am e&l ple e of a fram framin ing g move move whic which h is e&pe e&pect cted ed !$ the the lear learne nerr and and thus thus of  appropri appropriate ate use for a classroom classroom.. Accordi According ng to cCarth$ cCarth$ (1**1+1") (1**1+1") these these ,transac ,transaction tions’ s’ naturall$ start with a :uestion. Their follow up move (which is the case of is it) is ,withheld (8) so that the pupils are li'el$ to suspect that something is wrong’ with the sentence. ;. = or =ˈwʊɾ>v=)? and !) the use of discourse completion or ,colla!orative completion’ (Thorn!ur$ 3