Jumat, 22 Juni 2012

Pause-Defined Units Analysis

Assalamu'alaykum wr, wb!
Pause-Defined Units
I'm about to explain and give example of pause-defined units analysis in Discourse. Read the following article, it is made by me and my friends and also this is our final project to finish our lecture in Discourse Analysis class.

If you want to get our final project soft-file. you may download. here
the password is:
harrythewise.blogspot.com

Here I will give you some explanation about pause-defined units.
  


Chapter 2
Theoretical Background

a. The Structure of Information

In structure of information in Discourse, it focuses on the smallest units of discourse structure: small local units at the level of phrase or clause. We consider how information is packaged within such small structures and, particularly, what resources are available to speakers and writers for indicating to their addressees the status of information which is introduced into the discourse.[1]

b. Pause-defined units

People working on intonation in discourse have found a problem with the principled identification of tone groups by phonological criteria alone and have resorted to working with units bounded by pauses in the stream of speech (for example, Chafe, 1979; Brown, Currie and Kenworthy, 1980; Butterworth, 1980; Dease, 1980).[2] 

Adopted by Crystal (1969), Halliday (1967, 1994) or Brown at al. 1980, Crystal and Halliday allow for more than one tone per tone-unit, and allow pauses to occur within tone-units. Brown at all, used the concept of the pause-defined unit. So, analyses using their approaches would have resulted in fewer or longer tone-units.[3] 

At first glance, seem a rather precarious undertaking, because of the use of pause phenomena as a basis for building an analysis of chunking in spoken discourse. The number and duration of pauses used by a speaker will obviously vary according to his rate of speech. It would be, unlikely then, that one particular pause length, say one second, would have a single function for all speakers in all speech situations. However, working with pause will provide one obvious advantage that is they are readily identifiable and, apart from the very briefest planning pauses, it has no difficulty in agreeing on their location.

In an investigation of this type, it is important to choose the data used in the investigation so that you can generalize across speakers. A further practical point is that you should work initially on data which, believed, will result regular units which you will be able to recognize.

c. Example of pause-defined units analysis

Source data which has been analyzed before to determine the interval of each paused units in discourse.

Mr. X : Halfway down the page (0,3) draw (0,6) a red (0,4) horizontal line (0,2) of about (0,5) two inches (16) on eh (1,1) the right hand side just above their line (1,9) in black (0,1) write ON (3,2).

Miss. Y : ON (3,4)

Mr. X : Above the line (1,4) draw (0,2) a black (0,65) triangle (1,0) ehm (1,9) a right angle (0,2) triangle (1,9) starting to the left (0,2) of the red line (1,0) about (0,9) half a centimetre above it (4,0)

In the previous example of pause types, defined in terms of relatives length can be identified:

Extended pauses
it extended from between 2,0 to 3,2 seconds. It is represented by (++).

Long pauses

these pause range from 1,0-1,9 seconds in the extract. It is represented by (+)

Short pauses

these pause range between 0,1-0,6 seconds in this extract. It is represented by (-).

The result will be like this:

Mr. X : Halfway down the page (-) draw (-) a red (-) horizontal line (-) of about (-) two inches (++) on eh (+) the right hand side just above their line (+) in black (-) write ON (++).

Miss. Y : ON (++)

Mr. X : Above the line (+) draw (-) a black (+) triangle (+) ehm (+) a right angle (-) triangle (+) starting to the left (-) of the red line (+) about (+) half a centimetre above it (+)

[1] Gillian Brown and George Yule. Discourse Analysis. Page 153
[2] Gillian Brown and George Yule. Discourse Analysis. Page 160
[3] http://www.solki.jyu.fi/apples/020201/The_functional_irrhythmicality_of_spontaneous_speech.htm browsed on Friday 22 June 2012.

Jumat, 15 Juni 2012

E-Book 4 You Episode 4

Assalamu'alaykum wr, wb!
In Curriculum and Material Development class, I got this book. It must-have book in the class. So here I wanna give you a book which hopefully can give you more reference in Curmadev class.

The title: Curriculum Development in Language Teaching
The author: Jack C. Richards

Download Via Mediafire. Here
Password:
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Perhaps, this post is my final post about e-books in this month. I'm very lazy to share this because there is no one give comments or join this blog. In the next post, I'll try to post religious articles.


Note:
You may read, copy-paste, and download any files in this blog as long as you do not forget to include where you get it from. 
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Rabu, 13 Juni 2012

Error Correction In Classroom


A. Errors Correction
Let's Study How to Correct Errors and Mistakes Appropriately
When we are in teaching process, sometimes the student will make mistake sooner or later. It is only natural because the students are learners. They still need to improve their skill and enlarge their knowledge. This is the teachers’ job to help them become better. But, what can we do to correct the students’ error without offending them? How to make an appropriate respond to the students’ error? Well, in the following paragraphs we will describe how to handle the student errors appropriately.

Teachers commonly use inappropriate way to handle the students’ errors. “The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold and berate a student” (Albetro & Troutman, 2006).

These are some example of inappropriate correction made by teachers commonly; How many times do I have to tell you to work quietly?, Didn’t I just tell you to get your work done?, Why are you talking when I’m talking?, Do you want me to send you to the office?, What’s going to happen if I call your mother?, What do you think you’re doing?, Don’t you think you should be using your time better?

Previous example shows us the common teachers’ responses in students’ errors. The entire examples above are not suggested to be done. Teachers’ responses should not use offensive words and offending words. Rather than using offensive and offending words, teachers’ response should be calm, consistent, brief, immediate, and respectful.

A fluent correction is a Calm correction. If a teacher is visibly upset with a student’s misbehavior, this is likely to lead other students off task. They will focus on the far more dramatic exchange between the teacher and the misbehaving student rather than instruction.

When providing error corrections Consistency is essential. This means, if a Teacher chooses to correct a particular misbehavior, the correction should occur routinely among all students each time the same misbehavior is demonstrated. For example, if we correct one student for blurting out without raising a hand to speak, but respond to other students when they blurt out answers, this is inconsistent and unfair. It creates confusion for students about which rules really apply, to whom and when.

Brevity is also important. When misbehavior occurs, our attempt to correct the problem should not make the situation worse. We should avoid talking too much. Instead, make the correction by telling the child what to do instead, and then walk away. Assume the child will comply. Don’t wait for the situation to escalate into a power struggle.

Immediate means as soon after the misbehavior as possible.Finally, a common thread through all fluent error corrections is Respect. 

Behavior corrections should never involve belittlement or ridicule of a student. Instead, the most effective corrections are matter of fact, specific statements that tell what the misbehavior was and what the student should do instead. (Sprick, Knight, Reinke & McKale, 2006, p. 55-56.)

A teacher is more likely and better able to provide effective feedback (calm, consistent, brief, immediate and respectful) if a clear continuum of response strategies is identified and implemented. Students will also benefit from knowing, in advance, what the teacher’s response will be if problem behavior is demonstrated.

B. Response Strategy
A review of research provides this continuum of strategies as effective for responding to or correcting student misbehavior.

First, when misbehavior occurs, provide students with a Prompt. Prompts are typically visual but can also be verbal. A prompt is a signal that alerts the child misbehavior has occurred and helps him/her to comply with expected behavior. Prompts can be as simple as pointing to a posted expectation or giving a verbal cue to that expectation. Other examples include finger to lips indicating quiet or silence; raised hand to decrease blurt outs, an open palm to show stop or slow down and pointing out where students should go. Prompts can be provided whole group or individually.

Next, correction of misbehavior can come from a Redirect. Redirect means the teacher specifically states the matrix behavior the child is supposed to exhibit. “Remember, being respectful means raising a hand and waiting to be called on.” or “In this class, part of being responsible is to follow directions and do your work”.

Other steps in-class option is to Re-teach. Re-teach means state and demonstrate the appropriate behavior. Re-teach goes beyond a re-direct because it gives the child an opportunity to hear and then show the appropriate behavior with immediate feedback from the teacher.

Next Providing Choice is frequently an effective strategy for managing inappropriate behavior. Choice can address location, order of completion, type of tool or variety in activity. For example, the teacher can provide choices to complete the task in another location, “You are welcome to work at your desk, at a table or on the floor.” The teacher can provide choice on the order of task completion. The teacher can provide the choice of a different type of writing instrument. “You may write in pen or pencil or you are welcome to type with a computer if you like.” Or the teacher can provide the choice of a different type of activity that accomplishes the same instructional objective.

The last is Conference. Finally, Error Correction is sometimes best addressed by conferencing with a student. Just as we do with an academic error, our goal in responding to a social or behavior error is to teach students what we want them to do instead. Remember, scolding, berating, ridicule and yelling are the LEAST effective ways for addressing misbehavior. When students make a learning error on an academic task we don’t scold or berate them. We give encouragement, show where the error was made, tell how to make a correction, give opportunities for practice and then provide immediate feedback. Same things need to happen when responding to behavioral errors. In short…using a structured conference with a student may help meet this goal.

C. Conference
These are the procedures for having an instructional conference with a student about a behavioral error;

-First, Say something positive, in private, using a quiet voice
-Next, briefly describe the problem behavior
-Third, Describe the desired alternative (what you want the student to do instead) refer to and use the language of your classroom rules.
-Fourth, State the reason why the alternative is more desirable what outcome the student is likely to get if he/she chooses the alternate behavior
-Fifth, give students an opportunity to practice the desired behavior they can tell or show the replacement or alternative.
-Last, provide positive feedback. This means as soon as the student demonstrates the desired behavior or a reasonable approximation of the desired behavior- acknowledge this effort.

Example of conference; “Max, I know you were upset because the group didn’t include you. But you responded by calling them names and trying to argue. A respectful/safe way to handle this is to walk away and talk to someone else. By walking away and not raising your voice, you won’t get in trouble and someone might be able to help you join a group. Your yelling won’t change the behavior of the other students.

D. Climate Killers
The way teacher speak will affect the students’ responses, this is a common sense. Some elements that should be avoided by the teacher in order to make the error corrections more effective;

• Sarcasm or humor at students’ expense
• Sharp or excessive criticism
• Reinforces that are not meaningful to students
• Lecturing students about behavior
• Being inconsistent in rule enforcement and reinforcement
• Having no social interaction with students
• Showing little interest in students’ lives
• Teaching lessons with no attention to student affect or stress levels during instruction
• Warning an angry student to “calm down” without providing supports to achieve that goal.

E. Climate Enhancers
In addition, positive relationships make behavior management easier. Teacher-student relationships are the most basic element of classroom climate. Teacher’s have incredible potential to be a powerful influence on student’s lives. That potential extends beyond the school day. Meaningful relationships with teachers may influence positive long-term outcomes for students.

Some elements which can be added in delivering error correction;

• Always model respectful and polite behavior
• Praise genuinely and frequently
• Set high, but reasonable and attainable expectations
• Know your students
• Spend time interacting with students
• Use effective listening skills
• Design classroom to be appealing to students
• Celebrate student success and achievement
• Use humor

http://esl.about.com/od/esleflteachingtechnique/a/l_ecorrect.htm
www.Grammarly.com/Grammar_Checker

E-Book 4 You Episode 3

Assalamu'alaykum wr, wb!
At June 2012, I would like to focus on sharing e-books that I have got in my lecture. So that, if anyone want me to post other than e-books, you can make request in request page (You can see on the top of this page along with home page).
I will give you a book about Classroom Management. I have a quite lot of books about this lecture so I gonna give you in stage (I mean I will upload the other books also in this page but different time so do not forget to visit this page).
The first book that I want to share to you is under the title "Effective Classroom Management: A Teachers Guide" this book is written by "Colin Smith and Robert Laslett".
Synopsys of this book:
Effective Classroom Management is a fully updated edition of the best-selling guide for beginning teachers. While the fundamentals of classroom management have not changed, and indeed effective classroom management remains a key to productive learning, recent developments such as the Elton Report on discipline in schools, the introduction of the National Curriculum, and the implementation of the 1988 Education Reform Act have brought new concerns to the classroom.

Robert Laslett and Colin Smith have restructured the text to emphasize the four principles--management, mediation, modification and monitoring--which are central to classroom practice. This second edition builds on the strengths of the first by retaining the practical advice, and adds to it by providing support and comment from more recent empirical studies and other literature on school discipline and classroom management. Effective Classroom Management is a user-friendly, accessible and practical guide which addresses one of the major concerns of new teachers.

Download this book?
Via Mediafire. here. Alternative download link. here.
Password:
harrythewise.blogspot.com


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Sabtu, 09 Juni 2012

E-Book 4 You Episode 2

Assalamu'alaikum wr, wb!
In this moment, I want to share books which I got from Discourse Analysis class. So if you (will) have  Discourse Analysis class, these books will be useful to give more references in class.

The Title: Exploring Classroom Discourse Language in Action
Author: Steve Walsh

Via Mediafire. Here
if the link is trouble, download at alternate download link. Here
password:
harrythewise.blogspot.com


The second book is the supplement book to deepen your comprehension about Classroom Discourse. This book is from National Open University of Nigeria. They use this book as guide book in Discourse Analysis lecture. My lecturer also use this book as supplement book, so it must be worth to be read. :D


For the guide book you may download here;
Via Mediafire. Here
if the link is trouble, download at alternate download link. Here
password:
harrythewise.blogspot.com

Note:
you may read, copy-paste, and download any files in this blog as long as you do not forget to include where you get it from. 
Comment and Follow my blog to support me!
and
Consider to buy the book to support the writers!

Selasa, 05 Juni 2012

E-Book 4 You

Assalamualaikum wr, wb!
I wanna share the book that I got from my lecture. The title of this book is Vocabulary Acquisition Implications for Reading Comprehension.
I do hope that this book will be useful for you!
thank you!

Via Media fire here
If there is problem in the previous link, you may download here

password:
harrythewise.blogspot.com


Note:
you may read, copy-paste, and download any files in this blog as long as you do not forget to include where you get it from. 
Comment and Follow my blog to support me!
and
Consider to buy the book to support the writers!