I expect of this practical training to be as informative as my first one, and I hope that my mentor supports me and provides advice concerning my lesson planning. My goals for the practical training with regards to my personal development as a professional teacher are to learn clearly formulated and structured instructions in English, so that the students (almost immediately) know what they have to do. Another important issue for me is the organization and time-management of lessons: I want to know how to structure and organize a lesson in a diversified way and still be able to reach the required competencies and push the whole class forward, not only the good ones. A very personal goal would be to hold myself back during my teaching time, because I know I tend to exaggerate, comment and talk too much. Of course these are some character traits that also belong to my teacher personality, but I have to train myself in patience, for example when I have to wait for the students’ participation. In other words, from time to time I want to yield my leading role to the students.
Table of Contents
1. Before the Practical Training
1.1 Prior educational experiences
1.2 Personal expectations and goals of the teacher training
2. The Teacher Training at RKS
2.1 Introduction of RKS
2.2 Comments on two lessons observed
2.3 Comments on lessons taught
3. Mini-action Research: Corrective Feedback in the EFL classroom at RKS
3.1 Abstract
3.2 Introduction
3.3 Definition and Types of Error Correction
3.4 Research Design
3.5 Corrective feedback at RKS
3.5.1 Teacher’s Usage of Corrective Feedback and Considerations of Error Correction
3.5.2 Concrete Error Treatment in the EFL classroom at RKS
3.5.3 Evaluation of the Tally Sheets and Notes
5.3.4 Interviews with the teachers
3.6 Conclusion of the Mini-action Research
4. Conclusion of the Teacher Training
Objectives and Topics
This report documents a five-week practical teacher training at the RKS Gymnasium. The primary research focus is the evaluation of oral corrective feedback techniques in EFL classrooms across different grade levels, analyzing how teachers handle student errors and whether these methods are perceived as effective or disruptive to language acquisition.
- Analysis of pedagogical methods in EFL classrooms
- Evaluation of diverse corrective feedback strategies
- Observation and reflection on teaching practices
- Research on the impact of feedback on student learning
Excerpt from the Book
3.5.2 Concrete Error Treatment in the EFL classroom at RKS
In this chapter concrete examples of corrective feedback from English lessons are presented and analyzed with regards to the impact on the students. It has to be mentioned that the error correction took place in a smooth way, almost not recognizable, because it was taken for granted. The first example shows the opposite of that and serves as the exception of the rule:
S.: He like his friend.
T.: Nein, das ist falsch. Mensch, Leute, das haben wir aber schon tausendmal geübt. Wie ist das nochmal mit dem he, she, it?
S.: Achso, ja… he likes his friend.
T.: Ok, also merkt euch bitte nochmal das mit dem he, she, it – das ‚s‘ muss mit!
This happened in a fifth grade and it is obvious that the teacher interrupted the flow of the lesson. Of course, the third person singular mistake is the most common and one has to pay attention to that, but it is not necessary to switch to German and complain about it. It was obvious that the students felt uncomfortable and embarrassed. The teacher’s corrective feedback was not sensitive enough, but it is also understandable to be frustrated at times.
Summary of Chapters
1. Before the Practical Training: Describes the author’s previous pedagogical experiences and personal goals regarding professional development and classroom management.
2. The Teacher Training at RKS: Provides an overview of the school environment and reflective observations on lessons taught and observed during the internship.
3. Mini-action Research: Corrective Feedback in the EFL classroom at RKS: Investigates the theoretical background and empirical data regarding oral error correction strategies used by teachers in various grades.
4. Conclusion of the Teacher Training: Summarizes the overall professional growth of the author and evaluates the success of the practical training goals.
Keywords
Corrective Feedback, Language Acquisition, EFL Classroom, Error Correction, Second Language Teaching, Teacher-Student Interaction, Oral Correction, Teaching Methodology, Classroom Observation, Pedagogical Development, Foreign Language Learning, RKS Gymnasium
Frequently Asked Questions
What is the primary focus of this paper?
The paper focuses on the usage and effectiveness of oral corrective feedback in the EFL classroom based on a five-week observation period at a Gymnasium.
What are the central themes discussed in the research?
The core themes include teacher-learner interaction, methods of error correction, the impact of corrective feedback on fluency, and the psychological effects of different correction techniques on students.
What is the main research objective?
The objective is to examine how English teachers correct oral errors, whether they use explicit or implicit feedback, and to analyze if these methods are productive for language development.
Which scientific methodology was applied?
The research relies on qualitative classroom observations, the use of tally sheets for data collection, and qualitative interviews conducted with the English teachers.
What content is covered in the main section of the paper?
The main section covers the definition of error correction types, the research design, an empirical analysis of feedback instances, and a discussion of interview results with teaching staff.
Which keywords characterize this work?
The work is characterized by terms such as Corrective Feedback, EFL Classroom, Second Language Acquisition, and pedagogical methodology.
Why did the author conduct interviews with teachers?
The interviews were conducted to better understand the subjective reasoning behind the teachers' correction strategies and to see if their actual classroom behavior aligns with their stated beliefs.
What specific conclusion is reached regarding the "third person singular" error?
The author observes that while "he/she/it" errors are corrected frequently, the method of correction—such as switching to German or public shaming—can be counterproductive and embarrassing for students.
- Quote paper
- Nicky Jan (Author), 2015, Report on Practical Training. Teacher Training and Corrective Feedback, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/488874
