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Chapter 4

This document discusses conducting classroom observation research. It recommends clarifying your beliefs and picking a topic before choosing a data collection method such as observation. Classroom observation involves systematically recording behaviors and matching the observation scheme to your research purpose. The most comprehensive scheme described is COLT, which categorizes classroom activities and communicative features. Reliability of coding systems and the time required for observation are important considerations.

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92 views9 pages

Chapter 4

This document discusses conducting classroom observation research. It recommends clarifying your beliefs and picking a topic before choosing a data collection method such as observation. Classroom observation involves systematically recording behaviors and matching the observation scheme to your research purpose. The most comprehensive scheme described is COLT, which categorizes classroom activities and communicative features. Reliability of coding systems and the time required for observation are important considerations.

Uploaded by

Tuan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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CHAPTER 4: OBSERVATION

I. Design your own classroom research


1. Clarifying your beliefs, picking your
Tenets
2. Picking a topic
- Mentioned a variety of teacher-focused
topics: teacher questions, teacher error
correction,…
CHAPTER 4: OBSERVATION
3. Picking a method of data collection
- Classroom interaction research is an
extremely active and important area of
SL research.
- Doing such research requires spending a
great deal of time in classroom recording
and taking notes
CHAPTER 4: OBSERVATION
3. Picking a method of data collection
- Classroom observation instruments are
not without limitations (see page 65)
- You should employ observation in
combination with other methods such
stimulated recalls, or diaries.
CHAPTER 4: OBSERVATION
4. Conducting classroom observation
- Systematizing observation
- Need agreement between observers on
the basic categories involved.
5. Observation:
- Enable the researcher to record the
observed behaviour as precisely as
possible, thus helping systematize the
observation.
CHAPTER 4: OBSERVATION
4. Conducting classroom observation
- Match the scheme to the purpose of the
research. (page 67)
- The most comprehensive observation
schemes is the Communicative
orientation of language teaching (COLT)
CHAPTER 4: OBSERVATION
- COLT: enable researchers to compare
different language classrooms.
- Enable the observer to describe as
precisely as possible some of the
features of communication which occur
in SL classrooms
CHAPTER 4: OBSERVATION
COLT consists of two parts:
Part A: description of classroom activities
- Has five major parts: the activity type, the
participation organization, the content, the
student modality, and the materials.
Part B: communicative features
- Consists of seven parts: the use of the target
language, information gap, sustained speech,
reaction to code or message
CHAPTER 4: OBSERVATION
Incorporation of preceding utterances, discourse
initiation, and relative restriction to linguistic
form.
Key questions (p 68)
- Reliability of coding systems: the percentage of
agreement between independent coders and
the percentage of agreement between codings
at different times by the same judge.
- A difficult of using observation schemes is time
(record or transcript)
CHAPTER 4: OBSERVATION
6. Analysing of codings
- Classroom data are typically recorded on
a tape (a video) recorder.
- Compiling the data for analysis will
involve transcribing data from the tape
recordings and interleaving notes and
transcriptions made at the time of data
collection
- Code and analyse

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