Action Research as a Pedagogical Framework by dffhrtcv3

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									Action Research as a Model for
Effective Language Teaching

   Action research is:
    –   a practitioner-based design
    –   a collaborative process
    –   a way to change the status quo
    –   a systematic analysis of one’s own teaching,
        grounded in analysis and interpretation of data

           Nunan (1992) Research Methods in Language Learning
What is effective L2 teaching?


                      preparation
classroom role

                                        reflection &
                                        revision

           planning

                           learner-centered
                               activities
Preparation

   Seek out opportunities to improve your
    understanding of how languages are
    learned, and
   Search for innovative teaching ideas
    – Participate in professional discussion boards
    – Read current professional journals and books try out
      recommendations
    – Collaborate with peers (expand your teaching repertoire;
      conduct peer observations)
    – Attend and/or present at professional conferences
Classroom Roles

Classroom Roles Impact:
   the types of activities you choose for teaching
   the ways in which you teach language & culture
   the motivation (level) of your students
   the learning environment (e.g., anxiety, affect)
Planning: Start from the End

   Have clear objectives
    – What can students do at the end of the curriculum?
    – What can students do at the end of the lesson?
    – How does each individual activity build towards this goal?

   Design coherent lessons (logical flow of activities)
   Cover all skill areas every day (reading, writing,
    speaking, listening)
   Include collaborative, creative activities
   Address different learning styles (audio, visual,
    kinesthetic, introverted/extroverted, etc.)
Learner-Centered Activities

   Focus on adult language needs: “authentic”
    communication, interaction, analysis
    – Language USE (not language as object)
   Tasks should involve active participation by learners
    – Include ample opportunities for pair or small group work
    – Set up tasks so students are ready to complete them
   Tasks should build skills systematically
    – task 1  task 2  task X  final task that
      reflects learning objective
     Planning a Lesson: Learner-
     Centered Language Activities
1.   Objective: what should the students know at the end?
2.   Timing: is this a pre-, during or post-viewing task?
3.   Design
     A. Format:
           teacher-centered, pair work, group work?
           reading, writing, listening, speaking?
     B. Presentation of new material(s):
           handout / students prepare as part of homework / brainstorming
            / vocabulary and/or grammar review
     C. Student accountability/performance:
           Test? Collaborative written product? In-class skit?

4.   Materials and resources: what will you need?
Reflection & Revision

   Critical analysis of lesson plans and activities
    –   What were the learning objectives?
    –   Did the task(s) accomplish these objectives?
    –   What worked, what didn’t work (and why)?
    –   How could teaching be improved? List specific ideas!
    –   Were students as involved as possible?
   Teaching journal
   Peer-feedback
   Revise immediately, incorporate self-reflections and
    peer-comments into next tasks, lesson plan, course

								
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