Teaching Practices Promoting Communication Opportunities in the Language Class
The study investigated the teaching practices that promote communication opportunities in the language class. Four teaching practices, six language functions and preferred error correction method were observed, recorded and analyzed using weighted means, frequency counts, percentages, ranks and the Cochran Q-test. Findings revealed that building on prior knowledge and communitarian teachings were predominantly used followed by multiple representations and protracted language event, the least. Eliciting, on the other hand was commonly used by the English teachers in engaging the students in classroom proceedings followed by evaluating, sociating, directing and organizing. The most preferred methods of correcting errors were for the teacher to point out the error and provide the correct form; and to explain why the utterance is incorrect. The study showed that teachers use varied teaching practices to provide communication opportunities for students. The study recommends that: (1) the use of multiple representations and protracted language event should also be utilized by teachers to provide students with varied activities and to develop with confidence their communication skills; (2) Activities given to students should be more challenging to encourage them to ask questions that develop their critical thinking; 3) Teachers should adopt more implicit error identification techniques for students to reflect on and repair their own errors.
Keywords - communication opportunities, teaching practices, teaching functions, error correction
Allwright, D., & Bailey, K. (1991). Focus on the Language Classroom: An introduction to Classroom Research for Language Teachers. Cambridge [England] ; Cambridge University Press, 1991: Cambridge: Cambridge University Press.
Brown, H. D. (1994). Teaching by Principle. London: Prentice – Hall Regents.
Brown, G., & Yule, G. (1983). Teaching the Spoken Language. Cambridge ; Cambridge University Press, 1983: Cambridge: Cambridge University Press.
Calderon, M., Hertz-Lazarowitz, R., & Slavin, R. (1998). Effects of cooperative integrated reading and composition on students making the transition from Spanish to English reading. Elementary School Journal, 99(2), 153. Retrieved from http://www.journals.uchicago.edu/doi/abs/10.1086/461920 doi:10.1086/461920
Celce-Murcia, M. (1991). Grammar Pedagogy in Second and Foreign Language Teaching. New York: Cambridge University Press.
Gallimore, R., & Goldenberg, C. N. (1992). Tracking the developmental path of teachers and learners: A Vygotskyan perspective. Effective and responsible teaching: The new synthesis. San Francisco, CA: Jossey-Bass.
Hughes, M. M. (1959). Assessment of the quality of teaching in elementary schools. Utah: Utah University Press.
Mantello, M. (1997). Error correction in the L2 classroom, Canadian modern language review. Vol.54, 1, 541-541.
Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press. Retrieved from http://www.degruyter.com/view/books/harvard.9780674420106/harvard.9780674420106/harvard.9780674420106.xml doi:10.4159/harvard.9780674420106
Richards, J. C., & Rodgers, T. S. (1987). Through the looking glass: Trends and directions in language teaching. RELC Journal, 18(2), 45-73. Retrieved from http://rel.sagepub.com/cgi/doi/10.1177/003368828701800204 doi:10.1177/003368828701800204
Rumelhart, D. E. (1977). Towards an Interactive Model of Reading. In Attention. : Erlbaum. Academic Press.
Téllez, K., & Waxman, H. (2005). A Meta-Synthesis of Qualitative Research on Effective Teaching Practices for English Language Learners Synthesizing research on language learning and teaching. Philadelphia: Philadelphia: John Benjamins Publishing.
Vacca, R. T., amp, , & Vacca, J. L. (1993). Content area reading. New York: Harper Collins Publishers.
Widdowson, H. G. (1978). Teaching Language as Communication. London: Oxford University Press.
This work is licensed under a Creative Commons Attribution 4.0 International License.