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TUTOR:

DR. MIGUEL VINICIO PONCE M.

STUDENTS:
VERONICA VERA GUZMN
JORGE CHUVA GUZMAN

METHODS OF
CLASSROOM
OBSERVATION AND
RESEARCH

THE FORMAL EXPERIMENT


It is widely used for collecting
evidences on language learning,
so data is collected in genuine
classrooms.
Experimental methods or Method
Comparison seeks to evaluate
relative claims of different methods
by randomly assigning students to
two different groups and providing
differential instruction to these
groups. then, students are tested
to determine.

STIMULATED RECALL
It is a technique in which the
researcher records and
transcribes parts of a lesson
and then gets the teacher
and, where possible, the
students to comment on
what was happening at the
time that the teaching and
learning took place.

It is a useful technique in
collaborative research because it
enables teachers and students as
well as the researcher to present
their various interpretations of what
is going on the classroom.
It allows the investigation of cognitive
process through inviting participants
to recall their concurrent thinking
during an event when promoted by a
video sequence or some other form
of visual recall.

OBSERVATION SCHEME
Observation Scheme is a method
developed for documenting
classroom interaction.
It utilizes Communicative
Orientation of Language teaching
(COLT).
COLT is developed to enable
researchers to compare different
language classroom. The main aim
is to enable the observer to
describe as precisely as possible.

INTERACTION ANALYSIS
It analyze classroom interaction, it
embraces a social perspective on
language that sees schools not as
knowledge delivery system but as
social institutions in which people
affect each others lives.
Classroom education is interpreted as
the use of language in the context of
social activities, it enables the
researcher to observe, document and
interpret how teachers and students
use language across all school
subjects to build relationships, define
roles and so on.

Two key approaches to discourse


analysis:
1. Activity Structures: dialogue
patterns, interaction or
monologues
2. Thematic Systems: Relations
can only be learned by
experience of their usage in
relation to one another in the
language of the classroom or
textbook.

A REVIEW OF RESEACH
The five dimensions of the analysis were:

1. The environment in which the data were


collected, if they were genuine classroom
or not.
2. The rationale for the research, if the
principal aim of the researcher was to
provide insights for acting upon in
pedagogy.
3. The research design the method of
collection.
4. The type of data collected.
5. The type of analysis.

Its important answer if whether successful


second language development can and does
take place in the classroom, so researchers
must to be focused on outcomes rather than
research methods, so take in count these eight
aspects of discourse:
1. Quantity of intake: amount of target language.
2. Independent control of the propositional
content.
3. Adherence to the here and now principle.
4. The performance of a range of speech acts.
5. An input rich in directives.
6. An input rich in extending utterances.
7. Uninhibited practice.

Study 1: ESL STUDY


PROCESS PRODUCT RESEACH:
Attempt to establish causal links
between classroom processes and
learning outcomes.
The investigation sought to determine:
a) How different teachers interpreted
theories of communicative language
teaching in terms of their classroom
practice.
b) Whether different classroom
practices had any effect on learning
outcomes.

Study 2: CORE PRENCH STUDY


The classes selected were
analytical/structural in orientation
or experimental/functional in
orientation.
Aims:
Determine how these different
orientations were actually realized
at the level of classroom
pedagogy, and whether they
would lead to different learning
outcomes.

CONCLUSION
There are several methods in the investigation of language learning
and that can be used in classroom context, but it is important begin
your own exploration of classroom teaching and learning processes.
The teacher is the researchers link with learners and also the
learners link with research.
Teacher will not only improve achievement but will also contribute to
our general research knowledge about how language classrooms
work.