Lisa Rutland

TASL 501, Dr. Helen Carlson

Application Assignment #3a
November 2014
TEACHER:

CLASS/LEVEL:

TEACHER
ERRORS
FEEDBACK
ON ERRORS
GENUINE QUESTIONS

DISPLAY QUESTIONS

NEGOTIATION FOR
MEANING
METALINGUISTIC
COMMENT

EDUCATION
SETTING:

TYPE OF
INSTRUCTION:
Structured-Based or
Communication
Approach

PEDAGOGICAL
ACTIVITIES:
Teacher or
Student-centered
STUDENTS

CORRECTIVE
FEEBACK:
Recasts or
Prompts

*PRINICPLES

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7 8 9 10

STUDENTS

TEACHER
TEACHING LANGUAGE
SKILLS:

Morphology,
Phonology,

Syntax,
Semantics,

TEACHING LANGUAGE
COMPONENTS:

Grammar,
vocabulary,

sign formation

DEALING WITH
STUDENTS AGE:
DEALING WITH
STUDENTS
PROFICENCY LEVEL:

Young learners,
adolescents, adults
Elementary,
intermediate,
advanced levels

ERROR CORRECTION:

Teacher correction,
peer correction,
self-correction,

ASSESSMENT
(INFORMAL/
FORMAL):

Assessing
classroom
performance,
developing tests,
Selecting
textbooks, selecting
extra-curricular
materials,

CURRICULUM &
SYLLABUS
IMPLEMENTATION:
DEALING WITH
CRITICAL SOCIAL
ASPECTS/
CULTURE:

Social class,
discrimination,
issues,

Pragmatics, Culture)

Correcting
receptive
skills, correcting
productive skills,
Using a
variety of
techniques in
assessment
Using materials
from everyday
life,

Correcting language
components

Relating
Classroom
situation to the
real world,

Deaf History, or Deaf

Art

Developing
materials

K E Y:
*Principle 1

Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence

Principle 2

Instruction needs to ensure that learners focus predominantly on meaning

Principle 3

Instruction needs to ensure that learners also focus on form

Principle 4

Instruction needs to be predominantly directed at developing implicit knowledge of the L2 while not neglecting explicit knowledge

Principle 5
Principle 6
Principle 7
Principle 8
Principle 9

Instruction needs to take into account learners built-in syllabus

Successful instructed language learning requires extensive L2 input
Successful instructed language learning also requires opportunities for output
The opportunity to interact in the L2 is central to developing L2 proficiency
Instruction needs to take account of individual differences in learners: a. teachers need to cater to students different learning styles b. teachers are responsible for students
intrinsic motivation

Principle 10

In assessing learners L2 proficiency, it is important to examine free as well as controlled production

I sent this to two classmates, Sherlyn and Yvonne. All they said my observation tool looked good. They sad they were inspired
by my creativity in this and made their own. I have no idea what their tool looked like now. They asked me how I felt about it
and I answered that I was comfortable with it and was so ready to observe. They chuckled. That was it. I was kind of
disappointed because I wanted more discussion and feedback by them. Nonetheless, within a few days, I had checked if they
might had emailed me for more feeback or related. No, but I checked my tool, of course. I changed the page setup into the
landscape style and I felt right about it. Lisa;)