Traces of Teaching Methods in a Language Class and the Relationship between Teachers' Intended Learning Outcomes and Students' Uptake

Autor/in	Mahmoudabadi, Zahra
Titel	Traces of Teaching Methods in a Language Class and the Relationship between Teachers' Intended Learning Outcomes and Students' Uptake
Quelle	In: English Language Teaching, 10 (2017) 7, S.89-95 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Teaching Methods; Outcomes of Education; Behavioral Objectives; Academic Achievement; Class Activities; Classroom Observation Techniques; Vocabulary Skills; Grammar; Charts; Instructional Effectiveness; Institutes (Training Programs); Educational Practices; Intermode Differences; Delivery Systems; Language Acquisition; Elementary School Students; Elementary School Teachers; Foreign Countries; Algeria; Iran + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Schulleistung; Aktiver Wortschatz; Grammatik; Diagram; Diagrams; Diagramm; Tabellarische Überischt; Tabelle; Unterrichtserfolg; Sommerakademie; Bildungspraxis; Auslieferung; Sprachaneignung; Spracherwerb; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Algerien
Abstract	This study has two main objectives: first, to find traces of teaching methods in a language class and second, to study the relationship between intended learning outcomes and uptake, which is defined as what students claim to have learned. In order to identify the teaching method, after five sessions of observation, class activities and procedures were compared with typical techniques of previous methods. The findings showed that the teacher's method was an eclectic one which mostly followed [Community Language Teaching] (CLT) guidelines along with utilizing techniques from some other methods such as [Grammar Translation Method] (GTM), [Direct Method] (DM), and [Audiolingual Method] (ALM). In the study of uptake, the students were given uptake charts (for vocabulary and grammar items) at the end of each session and based on their reports of uptaken items, it was concluded that uptake can reflect the intended learning outcomes and instructional procedures to a good extent, specifically for grammar items. Regarding idiosyncrasy of uptake, it was not found to be remarkably idiosyncratic, i.e. there was not much individual variation among learners' reported uptake. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01