Observing Learning and Teaching in Second Language Classroom

OBSERVING LEARNING
AND TEACHING IN THE

SECOND LANGUAGE
CLASSROOM
Nadja Adlin
Shyta Teah
I WONDER
Do you have any opportunities to

use english outside of the classroom?
In your opinion,which one is more effective?
learning english in the classroom
or in natural setting? Why?
NATURAL
AND
INSTRUCTIONAL
SETTINGS
Teah
Learners'
error are
Languag rarely
e is
not corrected The learners
present are
step by ed
step surrounded
by the
language for
many hours a
day
Modified Natural
input is The lea
available
in
Acquisition rn
usually er
encount
er
many number s a
one-to-one
conversations
Setting differe of
people nt
wh
use the o
target
languag
profici e
ently
t
Learners mus
often use
d
their limite Learners
second Older
children a observe/
language n
adults may d participate
ability to encounter in
respond to written
the
different
questions or language i types of
to get the use ofn language
information video and
events
web-based
materials
Linguis Errors are
t
items a ic frequently
present re corrected.
ed
and Accuracy >
practis meeaningful Learning
isolati ed in interaction is often
o
e at a n,on limited to
ti
and fro me a few
simple m hours a
t
complex o week
Structure-Based In situ
a
Teachers may of fore tion
use Instructional languag ign
e,
learners' teacher the
native usually is
language to
give
instructions
Setting onl
native/ y
p
the
ient sp rofic
ea
student ker
encount s
er
Students
often feel
pressure to
Students
speak or experience
write the a limited
second range of
language and language
to be discourse
m
accurate fro types
g
the beginnin
Limited
amount of
Input i error
simplif s correction
i
and mad ed and
compreh e emphasizes Learners
e
-le rat nsib on meaning usually
than th her have
r
structu ough limited
ra
grading l time for
learning
Communicative
Modified
input by Instructional
the Only th
teachers teacher e
Setting is a
profici
who
en
speaker t
Variety of
discourse
Little types
pressure to introduced
perform at through
stories, peer
high levels.
n & group work
Comprehensio
> Production &the use of
authentic
materials
OBSERVATION
SCHEMES
Shyta
What is Observation Scheme?
Have been developed for use in

Second Language Classrooms
Differs in several aspects:

1. Number of categories it contains
2. Qualitative or Quantitative
descriptions
3. Use throughout a lesson or selected
samples of classroom interaction
4. Used in real time or later outside in
the classroom
COMMUNICATIVE
ORIENTATION OF LANGUAGE
TEACHING (COLT)
OBSERVATION SCHEME
By NINA SPADA and MARIA FROHLICH (1995)
PART A
Describes teaching practices in terms of content, focus

and organization of activity types
Are the pedagogical activities are teacher or

learner centered?
The focus is on language form or meaning?
Is there any opportunities for students to
choose the topcis for discussion?
PART b
Describes specific aspects of the language produced by

teachers and students
How much or (how little) language students

produce?
Is their language production is restricted in
any way?
What kind of questions teachers asked?
How teachers respond to learners' errors?
Objectives of COLT
1. To look at how differences in teaching practices are related to
differences in second language learning.
2. To train new teachers and use in professional development of
experienced ones.
CLASSROOM
COMPARISONS:
TEACHER-STUDENT
INTERACTION
Study The Interpretations of Categories
used in COLT!
Errors Feedback on Errors
Are there any errors in language When students make errors, do
of either the teacher or the they receive feedback? From
students? whom?
Genuine Questions Display Questions

Do teachers and students ask Do teachers ask questions that they know
questions to which they don't the answers to so that learners can
know the answer in advance? display their knowledge of the language
(or lack of it?)
Negotiation for Meaning Metalinguistic Comments

Do the teachers and students work to Do the teachers and students talk about
understand what the other speakers are language, in addition to using it to
saying? What efforts are made by the transmit information?
teacher? By the students?
CLASSROOM A:
STRUCTURE-BASED
APPROACH
CLASSROOM A: STRUCTURE-
BASED APPROACH
Students in this classroom are 15 years old French-speakers
T: OK, we finished the book - we finished in the book Unit 1, 2, 3. Finished. Workbook 1, 2, 3. So,
today we're going to start with Unit 4. Don't take your books yet, don't take your books. In 1, 2, 3 we
worked in what tense? What tense did we work on? OK?
S: Past
T: In the past -- what auxiliary in the past?
S: Did
T: Did (writes on board '1 - 2 - 3 Past'). Unit 4, Unit 4, we're going to work in the present, present
progressive, present continuous -- OK? You don't know what it is?
BASED APPROACH
S: Yes
T: Yes? What is it?
S: Little bit
T: A little bit.
S: ..............
T: Eh?
S: Uh, present continuous?

BASED APPROACH
T: Present continuous? What's that?
S: e - n - g
T: i - n - g
S: Yes.
T: What does that mean, present continuous? You don't know? OK, fine. What are you doing, Paul?
S: Rien [nothing].
T: Nothing?
BASED APPROACH
S: Rien -- nothing.
T: You're not doing anything? You're doing something!
S: Not doing anything.
T: You're doing something -- Are, are you listening to me? Are you talking with Marc? What are you
doing?
S: No, no -- uh -- listen -- uh --
T: Eh?
S: to you.
BASED APPROACH
T: You're listening to me.
S: Yes.
T: Oh. (writes *what are you doing? I'm listening to you*on the board).
S: Je -- [I ... ].
T: What are you --? You're excited.
S: Yes.
T: You're playing with your eraser (writes *I'm playing with my eraser* on the board). Would you
close the door please, Bernard? Claude, what is he doing?
BASED APPROACH
S: Close the door.
T: He is closing the door (writes *He's closing the door* on the board). What are you doing, Mario?
Observation (Classroom A)
Errors
Very few on the part of the teacher.
The speech does have some peculiar characteristics typical of this
type of teaching (example: the questions in statement form - often
asked with dramatic rising intonation *You don't know what it is*
Students don't make too many errors
Students say very little and what they say is usually limited in the
lesson.
Feedback on Errors:
Yes, whenever students do make errors, the teacher reacts.
Genuine Questions
Yes, there are few genuine questions but they are almost related to
classroom management.
No questions from students.
Display Questions
Yes, almost all of the teacher's questions are of this type.
The students sometimes interpret display questions as genuine
questions (T: What are you doing, Paul? S: Nothing).
The teacher wants students to produce a sentence - any sentence - in
the 'present continuous' but the student worries that he's about to get
in trouble and asserts that he is doing 'nothing'.
This shows teacher's pragmatic intent can be misinterpreted by the
students.
Negotiation for Meaning
Very little.
Learners no need to paraphrase or request for clarifications
No opportunity to determine the direction of the discourse.
Teacher focused only on the formal aspects of the learners' language.
Efforts goes into getting students to produce a sentence with the
present continuous form of the verb.
Metalinguistic Comments
Yes, this is how the teacher begins the lesson and less the students
know what really matters!
CLASSROOM B: A
COMMUNICATIVE
APPROACH
CLASSROOM B: A
COMMUNICATIVE APPROACH
S: It bugs me when a bee string me.
T: Oh, when a bee stings me.
S: Stings me.
T: Do you get stung often? Does that happen often? The bee stinging many times?
S: Yeah.
T: Often? (Teacher turns to students who aren't paying attention) OK. Sandra and Benoit, you may
begin working on a research project, hey? (Teacher turns her attention back to *what bugs me*)
S: It bugs me (inaudible) and my sister put on my clothes.

CLASSROOM B: A
T: Ah! She borrows your clothes? When you're older, you may appreciate it because you can switch
clothes, maybe. (Turns to check another student's written work) Melanie, this is yours, I will check
-- OK. It's good.
S: It bugs me when i'm sick and my brother doesn't help me -- my -- my brother, 'cause he -- me -.
T: OK. You know -- when (inaudible) sick, you're sick at home in bed and you say, oh, to your
brother or your sister: < Would you please get me a drink of water? > -- < Ah! Drop dead! > you
know, < Go play in the traffic > You know, it's not very nice, Martin!
S: It bugs me to have --
T: It bugs me. It bugzz me.
S: It bugs me when my brother takes my bicycle. Every day.

CLASSROOM B: A
T: Every day? Ah! Doesn't your bro -- (inaudible) his bicycle? Could his brother lend his bicycle?
Uh, your brother doesn't have a bicycle?
S: Yeah! A new bicycle (inaudible) bicycle.
T: Ah, well. Talk to your mom and dad about it. Maybe negotiate a new bicycle for your brother.
S: (inaudible)
T: He has a new bicycle. But his brother needs a new one too.
S: Yes!
T: Hey, whoa, just a minute! Jean?

CLASSROOM B: A
S: Martin's brother has --
T: Martin, who has a new bicycle? You or your brother?
S: My brother.
T: And you have an old one.
S: (inaudible)
T: And your brother takes your old one?
S: (inaudible) bicycle.
CLASSROOM B: A
T: His bicycle! How old is your brother?
S: March 23.
T: His birthday?
S: Yeah!
T: And how old was he?
S: Fourteen.
T: Fourteen. Well, why don't you tell your brother that when he takes your bikes you will take his
bike? And he may have more scratches than he figures for. OK?
Observation (Classroom B)
Errors
Students make errors.
Teacher says some odd things sometimes.
Teacher's speech contains incomplete sentences, simplified ways of
speaking, and an informal speech style.
Feedback on Errors:
Sometimes teacher repeats what the student has said with the
correct form (for example: 'he bugzz me' - emphasizing the third
person singular ending),
The correction is not consistent or intrusive as the focus is primarily
on letting students express their meanings.
Genuine Questions
Almost all of the teacher's questions are focused on getting
information from the students.
The students are not asking questions in this exchange.
The students sometimes intervene to change the direction of the
conversation.
Display Questions
No display questions happened during this observation BECAUSE
there is a focus on meaning rather than on accuracy in grammatical
form.
Yes, from the teacher's side, especially in the long exchange about
who has a bicycle.
No metalinguistic comments happened during this observation.
SUMMARY OF T-S INTERACTION
Classroom A
The focus is on form (i.e grammar)
The purpose of interaction is to practice the present
continuous.
Although the teacher uses real classroom events and some
humor to accomplish this there is no real interest in what
students are doing.
Teacher is only highlighting their ability to say what they
are doing, using the correct verb form.
There is primary focus on correct grammar, display
questions, and error correction.
SUMMARY OF T-S INTERACTION
Classroom B
The focus is on meaning, conversational interaction, and
genuine questions.
There are some brief references to grammatical accuracy
when the teacher feels it is neccessary.
Classroom A + B
Both activities in both classroom are teacher-centred.

CLASSROOM
COMPARISONS:
STUDENT-STUDENT
INTERACTION
COMMUNICATIVE
TASK A: PICTURE
DESCRIPTION
The Description of Transcript
1. The transcript is of two girls aged 11-12 years old.
2. Both ESL learners in their first year of learning ENGLISH in
Australia.
3. First learner (S1) is from Hong Kong
4. Second Learner (S2) is from Somalia.
5. They are engaged in a task where S1 is describing a picture for S2
to draw.
"S1 is describing a picture for S2 to draw. They are sitting at a table,
separated by a small barrier, so that they can see each other's faces
and hands (when they gesture), but not each other's picture. The
picture S1 is drawing is a black outline containing stick figures - a boy
flying a kite and a girl holding his hand. The stick figures are
standing on some grass near a tree. Some brackets indicate non-
target pronunciation. "

COMMUNICATIVE TASK A:
PICTURE DESCRIPTION
S1 is from Hong Kong, S2 is from Somalia
S1: And o-on the right, there is a [tree]. It's a-a, the ki , the kite is up. (Points up in the air) This is
the kite. (Points up again) This is the kite (Points yet again) And the [tree] is up there.
S2: Three bird?
S1: Huh?
S2: Is a three bird?
S1: Huh?
S2: Up, up-up the kite?
S1: Yeah, the kite is u-, the kite is up and the [tree] is down. (Points directions)
PICTURE DESCRIPTION
S2: The [bird] down?
S1: The kite-, the [tree] is down.
S2: What;s the [tee]?
S1: Huh?
S2: What's the [tree]? (Imitates Learner 1's production)
S1: Feel?
S2: Fell? Fell down? (Points down)

PICTURE DESCRIPTION
S1: No, it's not the fell down. No, it's jut at the bottom.
S2: The bird?
S1: No, the tree.
S2: The tree? [Emphatic stress]
S1: Yes.
S2: Is it left and right?
S1: It's right. [Points]

PICTURE DESCRIPTION
S2: It's long? It's [little]?
S1: Um, a little-. It-, um, a middle size.
S2: Middle size tree?
S1: Yes.
S2: It's little. (Says as drawing the tree)

Observation (Communicative Task A)
Errors
There are many errors in the speech of both learners, includes
grammatical and pronunciation errors.
These errors are present in several breakdowns in the learners'
conversation.
Feedback on Errors:
There is no error correction in terms of form as the learners struggle
to understand each other's meaning.
Genuine Questions
Yes, there are many genuine questions.
S2 asks most of these questions because she needs to get the
information from S1 in order to draw the picture.
S1 also asks some genuine questions and there are almost always to
ask for clarification.
Display Questions
There are no display questions because S1 and S2 are engaged in a
real communication-gap exchange.
S2 cannot see the picture that S1 is describing.
Therefore, all the questions asked are genuine questions.
Yes, indeed! Both learners are trying hard to understand each other,
even though they often fail to do so.
This involves many comprehension questions and clarification
requests, as well as repetitions of each other's utterances, often with
emphasis, trying to understand what the other learner has just said.
No metalinguistic comments happened during this observation.
COMMUNICATIVE
TASK B: JIGSAW
1. The transcript is of two students in Grade 7 French immersion
classroom.
2. They are engaged in a Jigsaw activity based on a series of eight
pictures telling the story of a young girl being awakened by her
alarm clock early in the morning.
3. One student has pictures 1, 3, 5, and 7
4. The other student has pictures 2, 4, 6, and 8.

"They take turns telling the story portrayed by the pictures and then
they display all the pictures in sequence and write the story they have
just told. Telling the story requires the use of a number of reflexive
verbs in French. In the third person, the form se is placed between the
subject and the finite verb. Thus elle se leve (she gets up) and elle se
souveniet (she remembers) are correct. The learners are called Dara
(D) and Nina (N). In the transcript, incorrect uses of the reflexive
verbs are in italics; other errors are not marked."

COMMUNICATIVE TASK B:
JIGSAW
The transcript is of two students in Grade 7 French immersion classroom.
D: Elle. [She']
D: Elle se souvient, non, Elle souvient qu'elle a un ... une pratique de chorale, alors elle se leve.
[She remembers, no. She remembers that she has a choir practice so she gets up]
D: Tout a coup [Suddenly]
N: Elle ssse [She ssse]
D: Elle souvient [She remembers}
N: se souvient ou souvient? [Remembers or remembers?]

JIGSAW
D: Elle souvient ... ahh, elle se souvient ... Elle souvient ... Elle so souvient, no [She remembers ...
ahh, she remembers .... She remembers ... She remembers, no]
N: pas ... [not]
D: Elle souvient qu' elle doit aller au band ... ? [She remembers that she has to go to band]
N: Chorale. [Choir]
D: Chorale. [Choir]
N: Tout a coup elle souvient que' elle ... doit aller a la chorale [All of a sudden she remembers that
she has to go to choir]
JIGSAW
D: [very softly] elle se souvient ... non. [She remembers ... no]
D: Alors, elle [So, she]
N: non, wait. Tout a coup elle ... se souvient? [no, wait ... all of a sudden she ... remembers?]
D: Je pense pas que c'est se souvient. [I don't think it's remember]
N: oh, souvient ... souvient. [oh remember .... remember]
D: Elle souvient qu'elle a le chorale. [She remembers that she has choir]
N: Qu'elle doit se preparer [that she has to get ready]

JIGSAW
D: Oui. [Yes]
N: pour le chorale ... non, tout a coup elle souvient qu'il y a une pratique de chorale [for choir ... no,
all of a sudden she remembers that there's a choir practice.]
Observation (Communicative Task B)
Errors
Both learners make several grammatical errors, most notably the
repeated failure to produce the reflexive form of the verb se
souvenir.
Feedback on Errors:
There is no actual error correction provided. Neither learner is really
sure what the correct form is.
Genuine Questions
The questions that are asked are genuine.
The content is language form, but the students are genuinely sharing
information about how to complete the task.
Display Questions
There are no display questions.
The students are actively collaborating to reconstruct the story and
are asking genuine questions of each other.
At this point in the interaction, the students have agreed on the
content of the story.
There is no negotiation of form, that is, more discussion of whether
they are using the correct forms to say what they've agreed they
want to say.
Although they are not using words such as 'verbs' or 'pronouns', the
students are talking about language as they focus on trying to find
the right form.
SUMMARY OF s-S INTERACTION
Communication Task 1
The children are focused exclusively on meaning and trying
to understand each other in order to complete the
information-gap activity.
They use comprehension and clarification requests as they
negotiate for meaning.
SUMMARY OF s-S INTERACTION
Communication Task 2
The learners are focused on both form and meaning.
They make several explicit statements about whether they
are using the correct form of the reflexive verb se souvenier
They continuously question the grammatical accuracy of
their use of this form as they continue to discuss the content
of the story.
OBSERVATION
SCHEMES
- corrective feedbacks in the
classroom
- questions in the classroom
Adlin
1.0 CORRECTIVE FEEDBACKS IN CONTENT-BASED
CLASSROOM
EXPLICIT CLARIFICATION
CORRECTION
RECASTS
REQUESTS
METALINGUISTICS
FEEDBACK
ELICITATION REPETITION
The cat runs fastly
Explicit
correction Fastly doesn't exist. 'Fast' does not
take -ly. That's why I picked

explicit provision of the
'quickly'
correct form.
Why you don’t like this food?
Recasts
Teacher’s reformulation of all or Why don’t you like this food?
part of a studentt utterance,
minus the error. Recasts are
generally implicit.
I don’t know, maybe because of
its texture.
How often do you jog?
Clarification Three
requests
Excuse me?
A repetition or a reformulation is required
because of students utterance has been
misunderstood by the teacher or that the
utterance is incorrect in some way.
Three times a week

Metalinguistic I park my bicycle near the tree
feedback
yesterday.
comments, information, or questions What’s the ending we put on verbs

related to the correctness of the students’
when we talk about the past?
utterance, without explicitly providing the
correct form.
-ed
Elicitation
Elicit the correct form from
the students
He’s in the bathroom.
Repetition
'teachers repeats the students’ erronous Bathroom? Bedroom.
utterance and adjust their intonation to
He’s in the bedroom.
highlight the error.
2.0 CORRECTIVE FEEDBACK IN DIFFERENT
INSTRUCTIONAL SETTINGS
JAPAN FRENCH
REPAIR UTTERANCES AFTER CORRECT THEMSELVES IF THE
UPTAKE RECEIVING RECASTS TEACHERS ASK THEM TO
LEARNING LANGUAGE FORM AND CONTENT AND

ACCURACY COMMUNICATION OF
GOALS MESSAGES
COUNTERBALANCE HYPOTHESIS:
Feedback is more likely to be noticed if learners are oriented in a
direction that is opposite to what they have become accustomed to
3.0 Corrective feedbacks in context
content exchanges
management exchanges
communication exchanges
explicit language-focused
exchanges
Recasts
management, communication,content exchanges
explicit language-focused exchanges
Explicit corrective
feedback
explicit language-focused exchanges,

communication, management, content exchanges
QUESTIONS IN THE CLASSROOM
Fundamental in engaging students in interaction and in
exploring how much they understand.
Display questions:
teacher already knows the answer
Genuine/referrential questions:
teacher may not know the answer
Positive use of display
questions
1. For scaffolding interactions
E.g - T: Palace?
S1: Like castle?
S2: Special place, very good.
T: Castle, special place indeed.
Who usually lives in palaces?
S1:Kings
T: Kings, and queens, princes and princess
2. Waiting time
Finding the right balance of waiting time will result to students
providing fuller answer, enhance their critical thinking skills, expand
their ideas.
3. Time contribution for language learning in schools
Intensive learning is proven to be more effective than learning little by

little in an extensive manner.
ETHNOLOGY
Ethnographies:
Study 11- Language in the Home and
Schools
Study 12- Separation of Second
Language Learners in Primary
Schools
Study 13- Socialpolitical change and
Foreign Language Classroom
Discourse
Nadja Najwa
What is Ethnology???
The derivation of the Greek word ‘ethnos,’ meaning ‘a people,’ the term
‘ethnology’ in its most general meaning indicates a scholarly interest in how
aggregations of human beings are distinct from each other in terms of
material culture, language, religion, moral ideas, or social institutions.
G. Welz, in International Encyclopedia of the Social & Behavioral Sciences, 2001
Ethnography
A practice concerned with uncovering the origins of
civilisation to a multimethodological disciplined approach
to the exploration of various people’s ways of life and the
determinants of those lifestyles. It is commonly
understood to be both a "qualitative approach to knowing
some sociocultural phenomenon in depth and the
description of the phenomenon."
Don't focus solely focusing on learning or teaching but
also, social cultural, and political realities
Impact on learners' cognitive, linguistic, and social
development.
Ethnographies summaries of ESL classroom
in South Pacific, Canada, Europe
Study 11 Study 12 Study 13

Language in the Separation of Sociopolitical
home and second language change and
schools learners in foreign language
primary school classroom
discourse
Study 11: Language in the Home and
School
Research Summary
Karen Watson-Gegeo (1992) carried out a
longitudinal study, over several years with 9
Families in the Solomon Island
Exploring the language-use practice in home and
school.
Observation in the home revealed environment
that were rich and stimulating for both linguistic
and cognitive development
Large number of children failed in school
Detailed analysis uncover many differences in
language use and values between home and
school setting
Factors that contribute to the failures
No use of Children's language
children's first socialization experience at
language home include
Social and Cultural

SCHOOL Language Issues HOME
Context
Their first language Parents negative potrayals of

replaced with a their own experineces at school.
restricted and often Expressing fears about the ability
incorrect version of to succeed
English Raising fundamental questions
about school's value in their lives
Study 12:
Separation of Second Language Learners in

Primary Schools
1. Research Background
Kellen Toohey (2000) observed a group of children in Vancouver, Canada:

aged 5-7 in kindergarten, Grade 1, and Grade 2.
PIX
Consist of native speakers of English.
Children whose home language of Cantonese, hindi, Polish, Punjabi and
Tagalog.
All children were in the same class.
English was the medium of instruction.
Identified three classroom practices that led to the separation of the ESL
children
The practices did not contribute positively for students of ESL development
Classroom Practices
ESL students position Borrowing and lending "Rule in the classroom"
in the classroom material surreptitiously
The ESL children's
Children should not
ESL learners
desk were placed copy, imitate or emulate
interacted more
near to the teacher's one anothers' oral or
with each other
desk. written production
They usually
As an assumption Found it problematic for
borrowed or
they needed more the ESL learner as
lended material
direct help from the repeating words of
secretively due to others is one of the way
teacher
Some were removed the teacher did they could participate in
twice a week to not tolerate on it conversational
receive consultation interaction.
by an ESL teacher
1. Traditional - a fele'les : Heavily ritualized reciatation format
Study 13: associated with Soviet-oriented policies
Sociopolitical Change Were rejected after the fall of communism in the late 1980s.
Impact: Many English-medium classes in Hungary the fele'les
and Foreign Language replaced by open-ended actvity called 'student lecture'
Classroom Discourse 2. Student-lecture: Students prepared and presented material to
Ethnographic study of English-medium content the classes in les ritualized way.
classes in Hungarian Secondary School, by Examination of the kind of language produced by students in
Patricia Duff (1995) examined the impact of partcipating the activity-Duff observed large number of
"Sociopolitical Change" on pedagogical spontaneous comments and questions in English more than
practices. Hungarian. Students appeared to incoporate feedback
Compares the structure and participation provided by the teacher.
pattern of two classroom actvities The teacher and students compromised together to negotiate
1. Traditional activity callled- a fele'les meaning and form, the ideation of fluency, accuaracy and
2. Open-ended actvity 'student-lecture' comprehension skills development in the process.

P I X 2 0 05
- E N D
H N O
T A K Y U
UTE
C A PRESENTATION BY: GROUP 1 WEEK 9
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Observing Learning and Teaching in Second Language Classroom

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OBSERVING LEARNING

AND TEACHING IN THE

Do you have any opportunities to

Have been developed for use in

Differs in several aspects:

Describes teaching practices in terms of content, focus

Are the pedagogical activities are teacher or

Describes specific aspects of the language produced by

How much or (how little) language students

1. To look at how differences in teaching practices are related to

differences in second language learning.

2. To train new teachers and use in professional development of

Genuine Questions Display Questions

Negotiation for Meaning Metalinguistic Comments

T: In the past -- what auxiliary in the past?

T: Yes? What is it?

S: Uh, present continuous?

T: Present continuous? What's that?

T: You're not doing anything? You're doing something!

S: Not doing anything.

T: You're listening to me.

T: What are you --? You're excited.

S: Close the door.

S: It bugs me when a bee string me.

T: Oh, when a bee stings me.

S: It bugs me (inaudible) and my sister put on my clothes.

T: It bugs me. It bugzz me.

S: It bugs me when my brother takes my bicycle. Every day.

S: Yeah! A new bicycle (inaudible) bicycle.

T: Hey, whoa, just a minute! Jean?

S: Martin's brother has --

T: Martin, who has a new bicycle? You or your brother?

T: And you have an old one.

T: And your brother takes your old one?

T: His bicycle! How old is your brother?

T: And how old was he?

Both activities in both classroom are teacher-centred.

2. Both ESL learners in their first year of learning ENGLISH in

3. First learner (S1) is from Hong Kong

4. Second Learner (S2) is from Somalia.

5. They are engaged in a task where S1 is describing a picture for S2

picture S1 is drawing is a black outline containing stick figures - a boy

standing on some grass near a tree. Some brackets indicate non-

target pronunciation. "

S2: Three bird?

S2: Is a three bird?

S2: Up, up-up the kite?

S2: The [bird] down?

S1: The kite-, the [tree] is down.

S2: What;s the [tee]?

S2: What's the [tree]? (Imitates Learner 1's production)

S2: Fell? Fell down? (Points down)

S2: The bird?

S1: No, the tree.

S2: The tree? [Emphatic stress]

S2: Is it left and right?

S1: It's right. [Points]

S2: It's long? It's [little]?

S1: Um, a little-. It-, um, a middle size.

S2: Middle size tree?

S2: It's little. (Says as drawing the tree)

2. They are engaged in a Jigsaw activity based on a series of eight