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ERIC Number: ED382008
Record Type: RIE
Publication Date: 1994
Pages: 24
Abstractor: N/A
Reference Count: N/A
Teacher Empowerment: If-Then Predictions as Descriptions of Processes in the Language Classroom.
Greyling, W. J.
A technique for second language teachers to use in predicting and directing classroom interactions is outlined. The technique, if-then predictions is based on theories of cognitive information processing. The if-clause of a prediction describes the scope of conditions for a certain behavior or experience specified in the then-clause. The teacher then tests these predictions during classroom activities. Procedures for generating if-then predictions are illustrated for a controlled composition exercise, and considerations are discussed. One consideration is the argument that the teacher may distort the experiential evidence to confirm the prediction. A strategy for avoiding this problem is to focus on the discourse patterns typical of different teaching approaches. It is shown that fluency-based and accuracy-based classroom work yield typical patterns of discourse participation, which provide evidence to confirm or invalidate predictions. It is argued that if such evidence is recorded and shared among teachers and researchers, common views of discourse patterns may emerge. (Author/MSE)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Teacher Empowerment
Note: Paper presented at the Annual Meeting of the International Conference on Pragmatics and Language Learning (8th, Urbana, IL, March 31-April 2, 1994) and at the South African Association of Language Teachers' Conference (Pretoria, South Africa, 1993).