Let her finish.
Xenia: And on the right side of the picture there is a lake.
Peter: Yes.
Xenia: And in the lake there are some ducks.
Peter: Yes, I see. What else?
Xenia: And in front of the lake there is a forest.
Peter: Yes.
Xenia: I think that's it.
Peter: Thank you.
73
Turn taking – analysis
o Turn taking phrases used more frequently
and appropriately
o Focus on listening and understanding
o Giving feedback in a friendly manner
o Asking for clarification
o Allowing partner to finish
o Variations helped internalize lexis
o Communicative
2. Presenters
Introduction Claudia Mewald (Expert)
University College of Teacher Education Lower Austria
Case Study 1 Helen Heaney (Expert)
University of Vienna
Case Study 2 Irene Reiter (Teacher & expert)
New Middle School Theresianum Eisenstadt & University
College of Teacher Education Burgenland
Case Study 3 Karin Rath (Expert)
University College of Teacher Education Styria
Case study 4 Sabine Wallner (Teacher & expert)
New Middle School Winzendorf & University College of
Teacher Education Lower Austria
Discussant Prof. John Elliott
2
3. Context 1
3
Compulsory education: 6-15 (9 years)
Primary Schools: 6-10 years 1-4
Lower Secondary Schools: 10-14 years 5-8
Upper Secondary Schools: 14-18(19) years 9-12(13)
4. o define goals (i.e. what learners should be able to do
after eight years of FL education); CEFR: A2 - B1
o are tested (to check if the defined competences have
been achieved)
o help teachers improve their teaching
o are an important instrument of quality assurance in
schools
o provide information for school development through
feedback on test results
4
Context 2: Educational standardssystemmonitoring
5. Context 3: Educational change
through standardisation
5
Educational standards and teaching materials
developed and piloted
Curricula for foreign languages based on CEFR
levels A1 – B1
Educational Standards enacted
baseline test (10 – 15% of all schools)
Standardised test (1,410 schools in reading,
listening & writing, 120 schools in speaking)
Feedback and report
Next test
2004
2008
2009
2013
2014
2018
2012–2014
LESSONSTUDY
7. E8 DVD
2012 - 2014
1 school 2 schools
2 schools
1 school
DVD Project
8. 8 study lessons
Multimedia Resources based on Lesson Study
TEACHING &
LEARNING
Lesson Plans
Teaching
Materials
Learners’
Work
Transcripts
TRAINING
s
Background
Information
Specials
Training
Materials &
Key Questions
Self-study
Materials
10 TEACHERS 7 EXPERTS
8
Focus on
teaching
Focus on
learning
Focus on
selected
learners
LS
M A K I N G L E A R N I N G V I S I B L E
9. Educational change
through standards and standardised
testing?
Standards set the course,
and assessments provide the benchmarks,
but it is teaching that must be improved
to push us along the path to success.
Stigler & Hiebert, 1999, p. 2
9
10. …reforming does not automatically
guarantee improving….
Stigler & Hiebert, 1999, p. xi
10
11. Theorisation of practice
& practicalisation of theory
o competence and models of competence-oriented (FL)
education
Klafki 1963, 1993; Habermas 1979, 1987; Roth 1971; Weinert 2001;
Chomsky 1965; Saussure 1916; Hymes 1972;
Canale & Swain 1980; Canale 1983; Celce-Murcia & Dörneyei 1995; Richards & Rodgers 2014;
Norton 2013
o old beliefs, habits – resentment
Borg, 2006; Elliott, 2012; Johnson & Golombek, 2003; Hargreaves, 2005; Richards & Rodgers,
2014; Tickle, 2000;
o vs. new focus on learning rather than teaching
Dudley 2014; Lewis & Hurd 2011; Lo 2012; Marton 2015
11
12. teaching &
filmingexperts &
teachers revise
lessons
Focus on
teaching
Focus on
learning
Lesson
Study
core group share
experience,
discuss teaching,
learning, design
experts &
teachers revise
lessons;
teaching,
observation,
interviews
core group share
experience,
discuss teaching,
learning, design
teachers
conduct
lessons,
experts
observe
6 experts
& 7 teachers
draft 8 lessons
core group:
framework for
8 lessons
E8 standards &
curriculum
“bigger goals”
project idea
Focus on
selected
learners
14. Focus on reading:
“Reading is done, not taught”
Teacher-expert interaction
Helen Heaney, University of Vienna
15. Preview
o A cognitive processing model of reading
(Khalifa & Weir 2009)
o The task-feedback cycle (Scrivener 2005)
o Some issues concerning reading in the EFL
classroom in Austria
o Silent reading
o Reading strategies
o Extensive reading
15
16. The study lesson target group
o EFL learners, academic secondary school: age
11- 12
o Level: A1/A2; English instruction
approximately 1 ½ years
16
17. A cognitive processing model of
reading (Khalifa & Weir 2009)
Processing
core
Knowledge
base
Goal setter
Monitor
17
30. Framework for teaching writing
• motivation through authenticity
• knowledge of writing genres
• knowledge of writing style -through the usage
of lexical notebooks (lexis, grammar,
conjunctions..)
• the writing process
• editing
• giving feedback
30
31. Structure of the lessons
1. Contextualisation – authenticity of the task
2. Focussing – text type requirements;
differentiation
3. Use – process writing approach;
brainstorming + drafting
4. Use – peer revising; checklists
5. Use – editing a final letter (homework)
31
33. Teaching writing
1. Contextualisation – motivation
through authenticity
• video – Borroloola primary school in Australia
• E-mail from my friend
• Indrisano & Paratore (2005)
33
34. Teaching writing
Target and more complex goal:
The pupils are able to name the main features of
a letter.
Simpler goal:
The pupils are able to use different letter
starters and endings.
34
35. Teaching writing
2. Focussing
• good models of letters in British and American
English to work out the text type
requirements and to get the knowledge of the
writing genre
• differentiated task
• lexical notebook
• video clip: group work & presentation of
group work;
35
37. Teaching writing
Target goal
• The pupils are able to write personal letters
about themselves, their families and their
school with correct opening and closing
formulae.
More complex goal
• The pupils are able…………………………………..
and structure them.
37
38. Teaching writing
3. Use – process writing approach
• brainstorming WS
• differentiated drafting WS
• T. Hedge (2005) – 4 key questions to teaching
writing
• Indrisano & Paratore (2005)
• Moore-Hart (2010) – recursive event
38
40. Teaching writing
Target and more complex goal:
The pupils are able to evaluate a peer‘s letter
with the help of a checklist.
40
41. Teaching writing
4. Use – Peer revising
• Graham, Mac Arthur and Fitzgerald (2007)
• peer-evaluation
checklist
41
42. Peer-revising/peer-evaluation
• base the process on evaluation or
revising criteria which are given on a
checklist
• follow instructions so that the
process works
• train the process several times
42
45. Bildungsstandards - E8
Hören GERS
1. Kann Gesprächen über vertraute Themen die Hauptpunkte
entnehmen, wenn Standardsprache verwendet und auch deutlich
gesprochen wird.
B1
2. Kann Erzählungen aus dem Alltag und Geschichten verstehen, wenn es
sich um vertraute Themenbereiche handelt und deutlich gesprochen
wird.
B1
3. Kann Anweisungen, Fragen, Auskünfte und Mitteilungen in einem
sprachlich vertrauten Kontext (z. B. Wegerklärungen) meistens
verstehen.
A2
4. Kann in Texten (Audio- und Videoaufnahmen) über vertraute Themen
die Hauptpunkte verstehen, wenn deutlich gesprochen wird.
B1
5. Kann einfachen Interviews, Berichten, Hörspielen und Sketches zu
vertrauten Themen folgen.
B1
6. Kann Wörter, die buchstabiert werden, sowie Zahlen und
Mengenangaben, die diktiert werden, notieren, wenn langsam und
deutlich gesprochen wird.
A1
45
46. Educational Standards for English - E8
Listening CEFR
1. Can understand the main points of clear standard
speech on familiar matters.
B1
2. Can understand the main points of clear standard
speech on topics regularly encountered .
B1
3. Can catch the main points in instructions, questions,
notifications and messages.
A2
4. Can understand the main points of many radio or TV
programmes on familiar topics when clear standard speech
is used.
B1
5. Can follow interviews, reports, listening activities and
sketches on familiar topics.
B1
6. Can take notes of words, numbers and quantities when
dictated slowly and in clear standard speech.
A1
46
51. Inferred meaning comprehension
Listening CEFR
1. Can understand the main points of clear standard
speech on familiar matters.
B1
2. Can understand the main points of clear standard
speech on topics regularly encountered .
B1
4. Can understand the main points of many radio or TV
programmes on familiar topics when clear standard speech
is used.
B1
51
53. Differentiated fill-in exercise
Listening CEFR
1. Can understand the main points of clear standard
speech on familiar matters.
B1
2. Can understand the main points of clear standard
speech on topics regularly encountered .
B1
4. Can understand the main points of many radio or TV
programmes on familiar topics when clear standard speech
is used.
B1
53
55. Goals of this presentation
o Making the learning processes happening
during the various turn taking phases visible.
o The variations of how lexis was taught.
55
56. Turn taking - a challenge for learners
Turn taking seems to be more demanding for
EFL learners than monologues.
Challenges:
o Passing on information
o Listening and understanding
o Reacting appropriately and spontaneously.
Danger of falling back into using L1
56
57. Turn taking – a challenge for
teachers
Tricky to teach:
o Authentic situations
o Opportunities to practice familiar phrases
again and again
o Refraining from getting monotonous and rote
learned
A lot of creativity needed
57
58. The study lesson- aims
Language aims:
o Understanding simple instructions, requests for
clarification, questions and further inquiries on a
familiar topic
o Giving simple instructions
o Describing familiar objects, places and activities
o Asking for repetition, clarification, further details
Social aims:
o Keeping patient and friendly throughout the
conversation
o Meeting classmates’ strengths and weaknesses
benevolently
58
59. The study lesson- target group
EFL learners, lower secondary school: age 11- 12
Level: A1/A2; English instruction approximately
1 ½ years
59
60. The study lesson- topic
Describing a landscape – a picture dictation
60
61. The cycles – analysis of turn taking
progress
Team:
>observation
>discussion
>analysis
re-shaping
observation & interviews
analysis
re-shaping
observation
analysis
re-shaping
TURN TAKING
A highly complex language
activity which needs a lot of
practice:
>authentic & NOT rote
learned
>step by step & done
repeatedly
61
62. The cycles – turn taking phrases
Learner focus
on dictation;
turn taking
fossilized
Explicit focus on turn taking:
>collection of phrases
on handout
>various activities
to practice
Internalizing turn taking
phrases through
>awareness training
>various activities
Lexical Priming (Hoey)
Variation Theory
(Marton)
21st century learners
Communicative
competence:
How fast lexical items
are available for use
62
63. The cycles – landscape lexis
Picture
dictionary alone:
low retention
Addition of variation:
TPR, guessing games
Additional variation:
quizlet, mind maps
Lexical Priming (Hoey)
Variation Theory
(Marton)
21st century learners
Communicative
competence:
How fast lexical items
are available for use
63
67. Process of turn taking – TPR activity
Johnny: Excuse me, what’s this?
Nick: Hm……the….the… Can you help me?
Johnny: The w………
no reaction
Johnny: no, wait …the v……
no reaction
Johnny: the vi…..
Nick: The village?
Johnny: Yes. Correct.
Turn taking phrases sparsely used.
Focus on new “landscape lexis”?
Lack of “turn taking phrases”?
67
68. Process of turn taking – Guessing game
Alex: The trees are in the bottom left corner.
David: Yes. Where is the…where are the, the house?
Alex: The house are in the middle of the pictures in the
village.
David: Correct. Um, where is the biggest mountain?
Alex: It is in the middle of the pictures.
David: No, is not correct.
Alex: It is in the top left corner?
David: Yes, is right.
Alex: The next sentences.
David: Yes. What is next to the church?
Alex: It is a village next to the church?
David: Yes.
68
70. Johnny: The children haven’t got a face.
Both giggle.
Orhan: It’s a landscape dictation and not …child…
ahm face dictation.
Johnny: You’re right.
Orhan: Next…. Ahm… go on, please.
Johnny: Okay. Next to the beach is a big mountain.
Orhan: Left or right?
Johnny: Ahm…left. (Peeks at his partner’s drawing.) A big
mountain! You must make bigger please.
Orhan: (Puts his hand over his drawing.) Don’t look! Mrs.
Wallner say no look!
Johnny: Okay, okay. Ready?
Process of turn taking – picture dictation 1
70
71. Process of turn taking – picture dictation 2
Fine: You can start. Come on, come on, go on.
Mo: In the top left corner is a sun.
Fine: Yes.
Mo: On the right side is the sea.
Fine: Yes.
Mo: In the front is a motorway.
Fine: Yes.
Mo: And from the motorway goes, in the middle from the
motorway goes a street, um, to a, to a town, no, a town is in the
middle of the paper.
Fine: A town.
Mo: Yeah. … And from the motorway…
Fine: (disagreeing sound)
Mo: From the motorway is...
Fine: I’m not finished, can you wait, please? … Yes?
Mo: And from the motorway goes a way and in this town.
71
73. Process of turn taking – picture dictation 3
Xenia: On the left side of the picture there’s a mountain.
Peter: A big mountain, a small mountain?
Xenia: A big mountain.
Peter: Yes.
Xenia : And on the top of the mountain there’s a cross.
Xenia : And on the mountain there’s a village.
Peter: On the mountain?
Xenia : Yes.
Peter: Okay.
Xenia : And there are, and there are apple trees.
Peter: Apple trees.
Xenia : Yeah.
Peter: On the village.
Xenia : No, on the mountain.
Peter: Oh.
73
75. Process of turn taking – picture dictation 4
Marco: Are you ready?
Flo: Yes.
Chris: Okay. There are two children, they make a
snow Schlacht.
Flo: What they make?
Marco: A snow Schlacht.
Chris: A snow fight.
Marco: What?
Chris: Snow fight.
Marco: A snow fight.
75
77. Group interview with students
Johnny: We have the lexical notebook. And the phrases, all the dialogue phrases are there
collected too. We can open it and look. Or we should. When we work with a partner.
T: Do you often use it?
Johnny: (laughs) In first and second grade yes but now I am often too lazy to take it. But you are
right. They were helpful.
Christoph: I think so too. Ahm they help because. Because you always tell us to take it when we
make dialogues. For me it’s it’s ahm good. You can look or don’t look; hm how you like.
Dominik: Ahm, the game was cool. The game when one partner did hm was speaking and the
other must stop him all the time and we count how often. Then we use the phrases too. Ah and
make ticks and so and we said who was the winner.
T: You mean the interrupting game, right?
Johnny: Yeah, I remember too. This was cool.
Sandra: In first grade you put the big hm the big speak ah Sprechblasen [speech bubbles] on the
wall. For example “I think so too” and “Can you help me”
Dominik: ah, yes and “Can I hand out the paper?” and sorry “I forgot my “.
Johnny: Yeah all over the classroom.
T: How did these speech bubbles help you?
Sandra: We can we could just turn around and look. We must not we don’t must ask for the
words. They were there.
Christoph: And we have the Quizlet and the Learningapps. There are some such activities. With
questions and answers.
Johnny: Yeah we have quizlets for everything. laughs
T: Do the online games help?
Christoph: They are cool. You can play and learn.
Sandra: And you can listen. You listen how you say it ahm the words. That’s really good.
T: Can you remember any other games? I mean, dialogue games?
Sandra: We have the game cards to find ahm to find together. How do you say?
Christoph Match. Match the questions and answers. And we made the guessing games and
dictating shape men or landscapes.77
What helped you most, when you
were doing dialogues with partners?
Which phrases and which activities
helped you?
78. Keeping record of progress in turn taking
Between?
Correct.
Finished.
Next!
No.
Oh.
Okay.
Ready.
Yeah.
Yes.
Great!
Under?
Wait!
What?
Where?
Making learning
visible:
Collecting evidence of
turn taking phrases in
order to support,
scaffold or “move on”
to further levels.
Single word
utterances
78
79. Keeping record of progress in turn taking
A big mountain, a
small mountain?
And two chairs?
Another hospital?
Apple trees?
Big or small?
From the lake?
From one mountain
to the other.
How big?
How many?
Left or right?
Left, or on the right
side?
In front of them.
No, on the
mountain.
Now the last!
On the mountain?
On the village?
On the what?
Really big!
To the beach?
To where?
Where exactly?
Under it?
Very long!
Multi word
utterances
79
80. Keeping record of progress in turn taking
Can I go on?
Can you say it again,
please?
Can you wait, please?
Come on!
Do you understand?
Don’t look!
Go on!
How I say?
I am finished.
I am not finished.
I am ready.
I understand.
Mrs. Wallner say no
look.
No, it’s in the middle
of
the paper.
There is a mountain?
This is a big sun!
Wait, please!
Wait. I need to erase.
What he cries?
What is there?
What they make?
Where I make it?
Where is the cloud?
You are right.
You can start.
You have many roads.
You must make
bigger, please.
You must make
smaller, please.
Complete
sentences
80
81. A teacher’s life is constant lesson study
Impact:
o More time devoted to turn taking activities
o Practice from the beginning on: small steps and
gradual increase through more complex activities
o Variation of support and practice; e.g.: phrases
collections in lexical notebooks, online games,
card games, guessing games and other partner
activities
o More systematic observation of progress: records
of turn taking phrases used by learners to avoid
fossilization and cater to individual needs
81
82. Thank you for your attention!
claudia.mewald@ph-noe.ac.at
helen.heaney@univie.ac.at
irene.reiter@ph-burgenland.at
karin.rath@phst.at
sabine.wallner@ph-noe.ac.at
82
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