Practice For Teaching English As A Second Language To Students In Hong Kong: Analyzing My Own Classroom Interaction

2143 words - 9 pages

Introduction

Classroom interaction has been widely recognized as one of the most crucial factors in a second language classroom that allows second language learning to take place. As pointed out by Tsui (1995: 11), ."..the language used affects the nature of interaction, which in turn affects the opportunities for learning that are made available." This statement is exceptionally true in Hong Kong context because English are seldom used by students in their daily lives. English lessons seem to be their solely exposure to this target language. Therefore, effective classroom interaction plays a particularly important role in English lessons of Hong Kong secondary schools.

In this essay, I am going to explore my interactions with students in my English lessons during my Teaching Practice. I will analyze the interaction patterns according to different areas of focus and discuss my strength and weakness in each aspect. Then, I will suggest some improvement for my weakness by rewriting some parts of the transcript so as to maximize students' language input and enhance their motivation. Finally, I will summarize the knowledge I learnt in this module and its importance for my professional development as a teacher.

Focus of discussion

Based on the aspects suggested by Tsui (1995), I would like to discuss my classroom interaction from four important aspects: explanation, instruction, questioning and feedback to students. In the first part, I will first talk about my strength and weakness of my classroom interaction based on the transcript which can be found in appendix P.7-P.11. and then I will propose some improvements for my weak aspects.

In this lesson, I continued my previous topic "organic farming." I first pointed out students' common errors in their assignment. After that, I reviewed the advantages and disadvantages of organic farming which had been covered before. Then I introduced the format of a report with an activity in which students were asked to re-order some sentence strips so that a coherent report on comparison between advantages and disadvantages of organic farming could be formed.

1. Explanation

According Brown and Armstrong, "explaining is an attempt to provide understanding of a problem to others." (1984: 122). In other words, the objective of explanation is that students can get what the teacher wants to say. In the beginning of my lesson, I explained the meaning and pronunciation of two words "chemical" (as a noun) and "produce" (as a noun too). I think I have the following strengths:

Firstly, I related this new word "chemical" with another word which students were familiar with, "chemistry" which is one of their subjects. Therefore, students could easily get the meaning of "chemical" as an adjective, i.e. "related to Chemistry." I also made use of their exiting knowledge to explain "chemical" as a noun. I define it as "man-made fertilizer" as students learnt this word in their Geography lessons. Even for...

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