Teaching by Principles Chapter 11 Interactive
Language Teaching I: Initiating Interaction
What is interaction?
-Collaborative
exchange of thoughts, feelings, or ideas between two or more people, resulting
in a reciprocal effect on each other.
Interactive Principles (Ch. 4)
-Automaticity
-Intrinsic
motivation
-Strategic
investment
-Risk-taking
-The
language-culture connection
-Interlanguage
-Communicative
competence
Roles of the Interactive Teacher
(From
Directive Teaching to Non-directive Teaching)
1.
The Teacher as Controller
-Spontaneity
-Unrehearsed
language
-Freedom
of expression
-Some
control of teachers’ in the procedure, input, directions, and the timing
2.
The Teacher as Director
-Keep
the process flowing smoothly and efficiently
3.
The Teacher as Manager
-Plan
lessons, modules, and courses
-Structure
the larger, longer segments of classroom time.
-Allow
each individual player to be creative within those parameters.
4.
The Teacher as Facilitator
-Step
away from the managerial or directive role.
-Allow
students to find their own pathways to success.
-Allow
students to discover language through using it pragmatically, rather than by
telling them about language.
5.
The Teacher as Resource
-
The student takes the initiative
-Teachers
are available for advice and counsel when the student seeks it.
The
key to interactive teaching is to strive toward the upper, non-directive end of
the continuum, gradually enabling your students to move from their roles of
total dependence to relatively total independence.
Foreign Language Interaction
Analysis (Table 11.1)
Questioning Strategies for
Interactive Learning
-Teacher
questions give students the impetus and opportunity to produce language
comfortably without having to risk initiating language themselves.
-Teacher
questions can serve to initiate a chain reaction of student interaction among
themselves.
-Teacher
questions give the instructor immediate feedback about student comprehension.
-Teacher
questions provide students with opportunities to find out what they think by
hearing what they say. (Self-discovery)
-Effective
questions
˙A range of questions, beginning
with display questions that attempt
to elicit information already known by the teacher, all the way to highly referential questions that request
information not known by the questioner.
˙Categories of questions and
typical classroom question words (Table 11.2)
˙The higher the proficiency level
you teach, the more you can venture into the upper, referential end of the
continuum.
˙Challenge your students
sufficiently but without overwhelming them.
-Questions
that discourage interactive learning
˙Too much display questions
˙Too easy and seemingly silly
questions
˙Vague questions
˙Too complex or too wordy for
aural comprehension
˙Too many rhetorical question
˙Random questions
---------------------------------------------
authentic language use
information gap
experience/knowledge exchange
沒有留言:
張貼留言