Sequencing and Sequencing and Feedback in Teaching Feedback in Teaching

GrammarGrammar

Problems in SequencingProblems in Sequencing

►How do we sequence the grammar in a How do we sequence the grammar in a teaching programme?teaching programme?

►From easy to difficult?From easy to difficult?►Not easy to determineNot easy to determine►Based on some form of ‘natural order’? Based on some form of ‘natural order’? ►Research is inconclusive about a Research is inconclusive about a

natural ordernatural order

Problems in SequencingProblems in Sequencing

► If declarative knowledge, then presented bit by If declarative knowledge, then presented bit by bitbit

► Additive processAdditive process► But, difficult structures may mean they should be But, difficult structures may mean they should be

introduced early so that given more treatment introduced early so that given more treatment ► What do students need then? Often when we What do students need then? Often when we

teach, we require students to use a structure that teach, we require students to use a structure that will only be taught later.will only be taught later.

► 10 divided by 2 is a passive construction; 10 divided by 2 is a passive construction; passives taught later, 10 divided by 2 is taught passives taught later, 10 divided by 2 is taught earlyearly

Traditional Divide-up-the-grammar Traditional Divide-up-the-grammar curriculum curriculum (Byrd & Reid, 1998)(Byrd & Reid, 1998)

► LEVEL 1 (Beginner)LEVEL 1 (Beginner) Simple sentencesSimple sentences Compound sentencesCompound sentences Nouns (single and plural)Nouns (single and plural) Pronouns (objective, demonstratives)Pronouns (objective, demonstratives)

► LEVEL 2 (Low Intermediate)LEVEL 2 (Low Intermediate) 75% mastery of level 175% mastery of level 1 Complex sentences with time clausesComplex sentences with time clauses Noun phrasesNoun phrases Pronouns (reflexive)Pronouns (reflexive) Simple questions (yes and no)Simple questions (yes and no)

► LEVEL 3 (Intermediate)LEVEL 3 (Intermediate) 75% mastery of level 275% mastery of level 2 Complex sentences with cause and effect clausesComplex sentences with cause and effect clauses Simple questionsSimple questions Nouns (collective and abstract)Nouns (collective and abstract)

Problems in this TraditionProblems in this Tradition

►Division is Division is inauthenticinauthentic because students because students often cannot wait for a higher level to use often cannot wait for a higher level to use the language (e.g. cannot delay noun the language (e.g. cannot delay noun phrases because language will have NPs)phrases because language will have NPs)

►Division is Division is unrealisticunrealistic because it is difficult because it is difficult to “master” a grammatical structure in a to “master” a grammatical structure in a specific period of study specific period of study

► Cannot characterise “Beginner” in terms of Cannot characterise “Beginner” in terms of features such as simple past tense and features such as simple past tense and nouns; or “Intermediate” in terms of nouns; or “Intermediate” in terms of progressive tense and abstract nounsprogressive tense and abstract nouns

Implications of this traditionImplications of this tradition

►Curriculum and materials can become Curriculum and materials can become distorteddistorted

►E.g. simplifying texts can lead to more E.g. simplifying texts can lead to more difficult texts as loss of connectors and difficult texts as loss of connectors and other language used to keep text other language used to keep text coherent; Ss learn to read unnatural coherent; Ss learn to read unnatural texts rather than developing strategies texts rather than developing strategies for reading authentic textsfor reading authentic texts

►Sometimes, difficulty is not the Sometimes, difficulty is not the grammar but the background grammar but the background knowledgeknowledge

►Message: cannot build around lists of Message: cannot build around lists of grammar structures that limit student grammar structures that limit student access to certain items – and that access to certain items – and that require reading materials that they require reading materials that they use contain only those itemsuse contain only those items

Alternative: Ordering according Alternative: Ordering according to clustersto clusters

► Particular features of grammar are clustered Particular features of grammar are clustered in sets used in different types of discourse in sets used in different types of discourse (Biber, 1988)(Biber, 1988)

►Narrative communication (story telling etc. Narrative communication (story telling etc. based on past time events)based on past time events)

► Interactive communication (interacting with Interactive communication (interacting with audience by asking questions and using audience by asking questions and using language that is thought of as ‘oral’)language that is thought of as ‘oral’)

► Informational communication (stating facts, Informational communication (stating facts, and using language to give information)and using language to give information)

NarrativesNarratives

►Simple past tense with some past Simple past tense with some past perfect and past progressive;perfect and past progressive;

►Proper nouns for charactersProper nouns for characters►Personal pronouns (especially Personal pronouns (especially hehe and and sheshe))

►Time words and phrases to coordinate Time words and phrases to coordinate chronological organisation of passageschronological organisation of passages

Informational WritingInformational Writing

►Long, complicated Noun phrasesLong, complicated Noun phrases A very accurate tool for measuring workA very accurate tool for measuring work The main component of the deviceThe main component of the device

►Passive verbs (as focus is on Passive verbs (as focus is on processes)processes)

►A limited set of verbsA limited set of verbs►Present tensePresent tense

Principles of Sequencing Grammar Principles of Sequencing Grammar

(Byrd & Reid, 1998)(Byrd & Reid, 1998) ► P1: Students work with authentic reading materials P1: Students work with authentic reading materials

and take on authentic writing tasksand take on authentic writing tasks► P2: These materials require Ss to learn about P2: These materials require Ss to learn about

grammatical features characteristic of the text/taskgrammatical features characteristic of the text/task► P3: Grammar is selected based on the features of P3: Grammar is selected based on the features of

the discourse they have to handlethe discourse they have to handle► P4: Grammar is presented in clusters rather than in P4: Grammar is presented in clusters rather than in

specific segments of a coursespecific segments of a course► P5: Proficiency levels are determined not by P5: Proficiency levels are determined not by

individual items of grammar but by complexity of individual items of grammar but by complexity of reading/writing text/taskreading/writing text/task

► Curriculum gives Ss multiple opportunities to Curriculum gives Ss multiple opportunities to encounter these grammar structures (spiral/cyclical encounter these grammar structures (spiral/cyclical model) model)

Sequencing NowSequencing Now

►Focus on fluency activities have given Focus on fluency activities have given rise to new criteria for sequencing rise to new criteria for sequencing (functions, notions/concepts, even (functions, notions/concepts, even integration with skills)integration with skills)

►Focus on fluency allows for some Focus on fluency allows for some student inaccurate use of formsstudent inaccurate use of forms

► In focus on fluency, impossible to In focus on fluency, impossible to predetermine grammatical structurespredetermine grammatical structures

FEEDBACKFEEDBACK

►Various typesVarious types►Direct and indirectDirect and indirect►Positive and NegativePositive and Negative►Cognitive and AffectiveCognitive and Affective►Recast/reformulation; repair; Recast/reformulation; repair;

clarification requests etc. (see. Pp 117-clarification requests etc. (see. Pp 117-119 Thornbury)119 Thornbury)

Decisions to makeDecisions to make

► Who responds?Who responds? Teachers/classmates/selfTeachers/classmates/self

► What kind of response?What kind of response? Positive as well as corrective/prescriptive/just to Positive as well as corrective/prescriptive/just to

errors?/just to content?/detailed or holistic?errors?/just to content?/detailed or holistic?► When to respond?When to respond?

In speaking – immediately?/at the end of class?/when In speaking – immediately?/at the end of class?/when common errors are made?/when errors affect meaning?common errors are made?/when errors affect meaning?

► Where to respond?Where to respond? In writing – in the margins/end commentsIn writing – in the margins/end comments

► Why respond?Why respond? To teach/to grade/to build trust/to stimulate revision To teach/to grade/to build trust/to stimulate revision

► Should teachersShould teachers Respond to every error/not respond to Respond to every error/not respond to

errors/respond to only what they are teaching errors/respond to only what they are teaching ► As teachers identify errors, should theyAs teachers identify errors, should they

Correct them/merely indicate them/prioritise Correct them/merely indicate them/prioritise errors based on – how much they intefere with errors based on – how much they intefere with communication; commoness of occurrence; communication; commoness of occurrence; reason(s) for occurrence (error gravity)reason(s) for occurrence (error gravity)

►How might a teacher incorporate errors into How might a teacher incorporate errors into overall evaluation?overall evaluation?

►How can teachers analyse patterns of error How can teachers analyse patterns of error that will help students learn correct that will help students learn correct language structures?language structures?

Common Sources of ErrorsCommon Sources of Errors

►First language interferenceFirst language interference►Overgeneralisation of rulesOvergeneralisation of rules►High level of difficulty of the language High level of difficulty of the language

structure (should not confuse difficult structure (should not confuse difficult to explain and difficult to learn)to explain and difficult to learn)

►Production errors – called mistakes Production errors – called mistakes

Awareness of Student Awareness of Student PreferencePreference

►Quantity: Every error marked? Only Quantity: Every error marked? Only important errors marked?important errors marked?

►Affect: How does the student react to Affect: How does the student react to teacher feedback? (Cognitive teacher feedback? (Cognitive feedback – explanation; affective feedback – explanation; affective feedback – motivational)feedback – motivational)

► Interaction: Does the student learn Interaction: Does the student learn better through interaction/negotiationbetter through interaction/negotiation

►Bottom line in treating errors is that Bottom line in treating errors is that teachers “should not stifle the teachers “should not stifle the students’ attempts at production by students’ attempts at production by smothering them with corrective smothering them with corrective feedback” (H.D.Brown)feedback” (H.D.Brown)