'The use of this technique in one training situation established the following 'meta-language' to denote various stages of elicitation: FOCUSSING (i.e. directing attention to the target word, or a part of the context); CONTEXT (i.e. use of the context to aid inference); BACKGROUND KNOWLEDGE (i.e. exploration of background knowledges as an aid to inference); INFERENCE (i.e. a direct attempt to elicit or infer the target meaning). Certain commonly used sequences were established, e.g. FOCUS-BACKGROUND KNOWLEDGE-FOCUS-INFERENCE. It is this kind of detailed 'nitty-gritty' expertise, usually taken for granted by the experienced practitioner, which is often ignored in training situations, and sometimes has to be learned in the field by trial and error. The main benefit is not the date 'discovered' by this small piece of action research (for that is what is), but the opportunities for detailed, focussed, data-based reflection on an important area of language teaching, and the provision of a mera-language with which to discuss it.
For an example of a very simple ad-hoc observation schedule related to questioning procedures in reading comprehension, see Figure 5.5 ing: Wragg (twenty categories, distinguishing mother tongue and target language); Moskowitz (twenty categories and sub-categories, plus two 'subscripts' indicating use of mother tongue and non-verbal communication, emphasis on affective dimension). the possibility of other fixed-system approaches was noted, e.g. Mitchell and Parkinson (five main dimensions and more flexible units).
We then briefly looked at the ethnographic approach, which is usually non-quantitative and descriptive, but extremely flexible.
Lastly, we considered the ad-hoc approach,which is essentially an eclectic variation on the ethnographic approach, and which allows itself to use any means, quantitive or non-quantitive, to examine whatever seems relevant to reflect on professional action.
In the following sections, other parameters listed in Figure 5.1 will be looked at. This will be done briefly, since most of them have already been touch on in one way or another.
'The use of this technique in one training situation established the following 'meta-language' to denote various stages of elicitation: FOCUSSING (i.e. directing attention to the target word, or a part of the context); CONTEXT (i.e. use of the context to aid inference); BACKGROUND KNOWLEDGE (i.e. exploration of background knowledges as an aid to inference); INFERENCE (i.e. a direct attempt to elicit or infer the target meaning). Certain commonly used sequences were established, e.g. FOCUS-BACKGROUND KNOWLEDGE-FOCUS-INFERENCE. It is this kind of detailed 'nitty-gritty' expertise, usually taken for granted by the experienced practitioner, which is often ignored in training situations, and sometimes has to be learned in the field by trial and error. The main benefit is not the date 'discovered' by this small piece of action research (for that is what is), but the opportunities for detailed, focussed, data-based reflection on an important area of language teaching, and the provision of a mera-language with which to discuss it.
For an example of a very simple ad-hoc observation schedule related to questioning procedures in reading comprehension, see Figure 5.5 ing: Wragg (twenty categories, distinguishing mother tongue and target language); Moskowitz (twenty categories and sub-categories, plus two 'subscripts' indicating use of mother tongue and non-verbal communication, emphasis on affective dimension). the possibility of other fixed-system approaches was noted, e.g. Mitchell and Parkinson (five main dimensions and more flexible units).
We then briefly looked at the ethnographic approach, which is usually non-quantitative and descriptive, but extremely flexible.
Lastly, we considered the ad-hoc approach,which is essentially an eclectic variation on the ethnographic approach, and which allows itself to use any means, quantitive or non-quantitive, to examine whatever seems relevant to reflect on professional action.
In the following sections, other parameters listed in Figure 5.1 will be looked at. This will be done briefly, since most of them have already been touch on in one way or another.
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