Presentation on theme: "2009 English Education Program"— Presentation transcript:
12009 English Education Program Inha University2009 EnglishEducation Program
2Welcome to Effective Communication in the Classroom EJ 417 Mondays from 10:00-11:50 Wednesdays from 11:00-11:50
3Today’s Class Introduce myself to you. Briefly discuss the aims of this course.(a) Making our communication more effective.(b) Looking at teacher/student interactions andcoming up with ways to accomplish these in English.(c) Give you confidence to conduct English classes inEnglish.(d) Look at a variety of activities that you can use to teach English(3) Introduce three concepts:(a) Negotiating meaning(b) Teaching skills versus teaching content(c) Modifying our input versus authentic speech.(4) Talk about our class style.
41. Negotiating MeaningOne of the aims of this course is to improve our communication so that we are more effective in getting our meaning across. As a teacher this means giving instruction (in English) in ways that your students will be able to comprehend.
5Before we go into what negotiating meaning is, lets take a look at why we need to negotiate meaning. The cartoons in this slide and the next illustrate why we need to negotiate meaning with our students.In the cartoonthe teacher says that thehomework is due.In this example, whatdoes due mean?Can you foresee anydifficulties arising ifthis situation is in an ESL context?
6Here,the student misunderstandswhat his teacher wantshim to do.This is a failure ofcommunication.Do homework today?
7What does this cartoon tell us? As teachers, there will be times when your students do not understand you especially when you are giving instructions in English!
8What’s worse, there are times when they will not understand but they think they do understand.
9Task 1 In the previous cartoon we saw an example of a failure of communication,which resulted in a student not handinghis homework in.In partners discuss:How could the teacher have avoided this?How could the student have avoided this?
10Here are some possible answers: TeacherRephrase:“Your homework is due today. You have to hand it in by three o’clock this afternoon.”Comprehension Check:“You got that?”“So when do you have to handin the homework.”Visual Reinforcement:Write on the blackboard.Send a written notice home.StudentRephrase:“So I hand it in tomorrowthen.”Clarification Request:“I’m sorry. Did you say I haveto do the homework tonight.”
11So now we have some incite into what negotiating meaning is So now we have some incite into what negotiating meaning is. It’s giving instruction to your students and then checking to make sure that they understood it!In other words, it’s sending your message and making sure the message was received as sent.
12We will look at discussion strategies such as rephrasing, clarifying, and summarizing that will help us to avoid misunderstandings.When we clarify and rephrase we are negotiating the meaning of our message.
13I do not mean what you think I mean. Well, what do you mean then? Negotiating MeaningI do not mean what you think I mean. Well, what do you mean then?
14We will look at language structures that you can use so that (a) your students understand whatyou mean.(b) you know that your studentsunderstand what you mean.
15My hope is that as teachers become more proficient in communicating instruction to students in English, they will increase the amount of time they actually talk to their students in English.
16___________________________ Task 2Before we discuss the second aim of this course I’d like you to discuss with a partner and fill in the blanks for the proverb below:Give a man a fish and youfeed him for a day . . .___________________________
17And you feed him for life. Give a man a fish and youfeed him for a day.Teach him how to fishAnd you feed him for life.As language teachers, we don’t just want to teach a language. We also want to teacher our students how to learn a language.
181. Teaching Skills to Students This brings us to the second aim of thiscourse, which is to look at how we makeour students good independentlanguage learners.To do this we have to teach them skillsand not just highlight language points forthem on the blackboard.
19Negotiating meaning is an example of one skill. Being able to negotiate meaning is an important skill for someone who has to give instruction to others on a daily basis.It is something that you naturally do in your native language, but is not as natural in a second language.
20Being able to communicate clearly and uncover misunderstandings is also a good skill for your students to have.This is one skill we should teach our students as well.
21Because the skills that we learn in this course are valuable for your students, we will look at activities we can use to teach these skills.
22Sampling ActivitiesAnother aim of this course is to sample a variety of activities that you can use to teach English in your class.(This is probably the best part of the course! We will look at really practical ways to teach English that can even be used for the large classes that you are likely to have to teach.)
23Classroom Interactions Finally, we are going to look at classroom interactions that teachers have with students and ask: “How can we accomplish that in English?”
24Classroom interactions are interactions that teachers have with students such as: Giving definitionsPosing hypothetical questionsPutting language in contextGiving feedbackExplaining instructions
253. Comprehensible input The last concept that we need to touch upon is that of comprehensible input.The concept of comprehensible input wasfirst introduced in Krashen’s theory oflanguage acquisition.
26He argued that people acquire languages by receiving input that ismeaningful and can be understood.
27Language teachers are a good source of meaningful interaction and their instruction provides input for their students. By not providing instruction in English you are depriving your students of important source of input: you.
28Of course, giving instruction in authentic English increases the likelihood that students will be confused. Therefore, we have to try to balancetwo important goals:Making sure our students understand us.andMaking sure our students get richand varied input.
29The more authentic (rich and varied) our instruction is the less likely it will be understood.
30To see what I mean look at the following instructions: “Take out your booksand draw a picture.”“What I want you to do is to takeout your books and draw a picture.”
31Clearly, the first quotation is easier to understand.On the other hand, should we reallyuse the imperative voice every time wegive instructions? If we don’t give our studentsreal examples of complex grammar thenwho will?And so, we will look at ways to modify and varyour input to balance these two goals.
32The Ultimate GoalMy ultimate goal is to give you the confidence to interact with your students so that you will conduct a greater portion of your class in English.