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    ACTIVITY #3 - FOUR MODES OF CLASSROOM DISCOURSE by STEVE WALSH

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    Maestro Motovlog
    The document summarizes four modes of classroom discourse: [1] Managerial mode focuses on transmitting information to organize learning and change activities with minimal learner contributions. [2] Materials mode elicits responses around materials using display questions, feedback, and clarification to evaluate and produce correct forms. [3] Skills and systems mode provides language practice, feedback, and sub-skills practice through display questions, teacher echoing, and form feedback. [4] Classroom context mode promotes expression and fluency with learner turns, referential questions, and scaffolding rather than repair or feedback.

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    ACTIVITY #3 - FOUR MODES OF CLASSROOM DISCOURSE by STEVE WALSH

    Uploaded by

    Maestro Motovlog
    125 views1 page
    The document summarizes four modes of classroom discourse: [1] Managerial mode focuses on transmitting information to organize learning and change activities with minimal learner contributions. [2] Materials mode elicits responses around materials using display questions, feedback, and clarification to evaluate and produce correct forms. [3] Skills and systems mode provides language practice, feedback, and sub-skills practice through display questions, teacher echoing, and form feedback. [4] Classroom context mode promotes expression and fluency with learner turns, referential questions, and scaffolding rather than repair or feedback.

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    ACTIVITY #3_FOUR MODES OF CLASSROOM DISCOURSE by STEVE WALSH

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    The document summarizes four modes of classroom discourse: [1] Managerial mode focuses on transmitting information to organize learning and change activities with minimal learner contributions. [2] Materials mode elicits responses around materials using display questions, feedback, and clarification to evaluate and produce correct forms. [3] Skills and systems mode provides language practice, feedback, and sub-skills practice through display questions, teacher echoing, and form feedback. [4] Classroom context mode promotes expression and fluency with learner turns, referential questions, and scaffolding rather than repair or feedback.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    125 views1 page

    ACTIVITY #3 - FOUR MODES OF CLASSROOM DISCOURSE by STEVE WALSH

    Uploaded by

    Maestro Motovlog
    The document summarizes four modes of classroom discourse: [1] Managerial mode focuses on transmitting information to organize learning and change activities with minimal learner contributions. [2] Materials mode elicits responses around materials using display questions, feedback, and clarification to evaluate and produce correct forms. [3] Skills and systems mode provides language practice, feedback, and sub-skills practice through display questions, teacher echoing, and form feedback. [4] Classroom context mode promotes expression and fluency with learner turns, referential questions, and scaffolding rather than repair or feedback.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 1

    MARIKNA POLYTECHNIC COLLEGE

    GRADUATE SCHOOL
    2 Chanyungco St. Sta. Elena, Marikina City 1800

    SCIENTIFIC & TECHNICAL DISCOURSE ANALYSIS


    Saturday 12:00 nn-3:00pm
    Prepared by: Reymart N. Barro Submitted to: Dr. Helen C. Parcon
    Activity: “Four Modes of Classroom Discourse” by Steve Walsh Date Submitted: March 12, 2022

    Four Modes of Classroom Discourse

    Mode Pedagogic Goals Interactional Features

    To transmit information
    A single, extended teacher turn that
    To organize the physical learning
    uses explanations and/or
    environment
    instructions
    Managerial To refer learners to materials
    The use of transitional markers
    To introduce or conclude an activity
    The use of conformational checks
    To change from one mode of learning
    An absence of learner contributions
    to another

    To provide language practice around a


    piece of material Predominance of IRF pattern
    To elicit responses in relation to the Extensive use of display questions
    Materials material Form-focused feedback
    To check and display answers Corrective repair
    To clarify when necessary The use of scaffolding
    To evaluate contributions
    To enable learners to produce correct
    The use of direct repair
    forms
    The use of scaffolding
    To enable learners to manipulate the
    Extended teacher turns
    Skills and target language
    Display questions
    Systems To provide corrective feedback
    Teacher echo
    To provide learners with practice in
    Clarification request
    sub-skills
    Form-focused feedback
    To display correct answers

    Extended learner turns


    Short teacher turns
    To enable learners to express
    Minimal repair
    Classroom themselves clearly
    Content feedback
    Context To establish a context
    Referential questions
    To promote oral fluency
    Scaffolding
    Clarification request

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