Applied Linguistic Research

7/28/2019 Applied Linguistic Research

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INTRODUCTION

Nowadays, is spoken about meaningful learning. It certainly means that thestudents could show in different contexts the level of achievement of theknowledge acquired in the process of their formation. The students based onthat knowledge will be able to perform satisfactorily the activities assigned tothem within the labor and professional field.

In this sense we know that with only the strategies that the teachers used we donot improve our skills for learning a foreign language, we also need techniquesfor the analyze, understanding and application of new content that allow instudents develop receptive and productive skills and also promote their lexiconwith the use of new words management applying correct grammatical structureof the language.

The point of view on this new challenge also involves the teacher; expand allpotential in the use of strategies to awaken interest in students to learn thislanguage.

STATEMENT OF THE PROBLEM

In English grammar II classes we have noticed that the teacher took a differentway to teach, he put the assignment to the students that they had to choose atopic and they must analyze and get the best way to explain the topic.Consequently, we realized that the rapport between the student who explains agrammar topic and his classmates is very important to generate a meaningful

learning environment. From this perspective it is necessary to emphasize ourresearch in:

What is the influence of interaction in the process of getting a meaningfullearning atmosphere during the explanation of a grammar topic?

OBJECTIVES

General

To identify if there was a good rapport between the students who explained a

topic and his classmates to get a meaningful learning.

Specific

To recognize whether there was encouraged the students participationfor that they had a good understanding of the topic at the same time ameaningful learning.

To determine the importance that the rapport has between the studentlike a teacher and his or her classmates within the meaningful learning.

To establish if the student showed enthusiasm for the subject matter and

teaching.


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To distinguish the strategies that the student used for creating anexcellent rapport teaching a grammar topic.

JUSTIFICATION

We know that a fine rapport is essential for the successful in the communicationbetween the teacher and student, because the learning and the participation ofthe students depend on the way that teacher encourage and guide the classes.This aspect is also important for the environment of the class; it determines thegood development of this one.

This work focuses on an analytical summary of the rapport strategies formeaningful learning with constructivist interpretation aims to provide the teachera set of conceptual elements and strategies applicable to work in the classroom.

This research seeks to determine whether the rapport methodologies used by

English grammar students are framed within the principles constructivistteaching and the principle to develop receptive and productive skills accordingto the interaction.

LITERATURE REVIEW

FIRST THEORY

The first theory which supports our research is proposed by Maruny (1989) whoexposes that teaching not only provide information, it also help them to learn,and for this, the teacher must have a good knowledge of his or her studentswhat their previous ideas are, what they are able to learn at a given time, theirlearning style, intrinsic motives and extrinsic factors that encourage ordiscourage, work habits, attitudes and values that demonstrate outside thespecific study of each topic.

According to this theory we realized that the teacher has to figure out theneeds that students have in order to their learning, taking into account theelements that she mentioned in her theory.

FIRST RESEARCH STUDY

Perspectivas de anlisis de la interaccin didctica en la sala de clase

Desde una perspectiva histrica, Delamont (1984) seala que la tradicin msfuerte de estudios de la sala de clase es americana y psicosociolgica conorgenes en los trabajos de los aos treinta y mediados de los cincuenta atravs de categoras de codificacin del mensaje que comunica el docente a losalumnos. Desde entonces, los enfoques sociolingsticos y socioculturales deestudio de la sala de clase han diversificado los modelos de anlisis de lainteraccin. Estas tendencias se pueden agrupar en tres grandes modelos:transmisin; sistmico- instruccional y conversacional.


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Modelo d e la Transm isin

Desde la perspectiva del Modelo de la Transmisin los problemas de lainteraccin comunicativa entre profesor y alumnos tienen que ver bsicamentecon formas de codificar y decodificar la informacin. En tal sentido, un docente

formado para su trabajo en sala de clase debera ser capaz de codificar demodo claro y adecuado la informacin que entregar a sus estudiantes, a lavez de ensear a estos el adecuado uso de los signos que les permitandecodificar la informacin recibida. Esta concepcin de la interaccin comocampo de influencia es coherente con los estudios sociolgicos de fines de1960 e inicios de la dcada del 70, los cuales analizaban la educacin comoherramienta de poder social para la reproduccin cultural.

Mod elos sistmi co -instru cci on al

El Modelo Sistmico Instruccional de anlisis de la interaccin de sala de clase

agrupa las propuestas que apuntan a identificar y mejorar los factores clave,tanto a nivel de la institucin escolar como a nivel de las variables de la sala declase implicados en el logro de aprendizajes de los estudiantes. Sonpropuestas de anlisis, valoracin e intervencin en los procesos de sala declase. La interaccin didctica es una comunicacin especializada en contextoeducativo orientada al desarrollo o logro de determinados procesos cognitivos.

Una de estas propuestas es el Modelo de Instruccin Efectiva de Slavin(1996).Para este autor, el modelo de instruccin efectiva tiene los siguientescomponentes: calidad de instruccin; nivel apropiado de instruccin; incentivo ymotivacin de los estudiantes y tiempo. Cada una de estas variables puede sercontrolada y alterada por los profesores y sus escuelas.

La investigacin demuestra que la interaccin de estos componentes ovariables tienen impacto en los aprendizajes. Por otra parte, los efectos deestas variables en el logro acadmico estn relacionadas con otras dosvariables relativas al tiempo: eficiencia instructiva y tiempo ocupado.

Just as this author says, we noticed that the teacher has the homework, ofhaving a good communicating with Students that involves theexpectations for learning that she or he has to guide for the students,

directions and procedures, explanations of content and use of oral andwritten language.

Modelo co nversac ional

Las perspectivas constructivistas y socioculturales, reforzadas por el desarrollode la filosofa del lenguaje, hacen posible integrar los aportes de laetnometodologa, etnografa, sociolingstica, semitica y otras disciplinas paraconfluir en una perspectiva socio-etnogrfico-lingstica de la comunicacin, lacual sustenta los modelos conversacionales o dialogales de anlisis de lainteraccin en la sala de clase.


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Desde esta perspectiva las interacciones en la sala de clases no funcionancomo un mero acto de transmisin. Por el contrario, es un complejo procesoque tiene una contingencia propia y que es fruto de la relacin particular que seestablece entre los principios que estructuran las prcticas y las subjetividadesde profesores y alumnos que intervienen en el contexto de la clase (Delamont,

1984; Villalta, 2000; Ibez, Barrientos, Delgado y Geisse, 2007).

En este sentido, las interacciones en el aula pueden ser observadas comoprcticas comunicativas que realizan y producen intenciones y significados encontextos culturalmente situados. Como seala Planas (2004) el aula es unacultura con modelos comunes de interpretacin de normas, acciones ycreencias que se reconstruyen a travs del discurso por medio de prcticassociales (p. 61).

Desde la perspectiva conversacional, participar en el proceso educativo,implica el uso competente de los cdigos de dicho contexto; en tal sentidoalumnos y profesor siguen criterios compartidos para reconstruir elconocimiento escolar, discutir y argumentar de modo vlido. En efecto, desdeesta perspectiva, la experiencia escolar est constituida de reglas implicadasen la produccin del discurso educativo (Cubero et al., 2008).

In this sense, the teacher has to creating an environment of Respect and

Rapport where he or she has interactions with students, including both

words and actions and also student interactions with other students alsofor many students, their teachers use of language represents their best


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model of both accurate syntax and a rich vocabulary; these models

enable students to emulate such language, making their own more

precise and expressive.

SECOND RESEARCH STUDY

IDEA PAPER # 39

Establishing Rapport: Personal Interaction and Learning

Neil Fleming Consultant on Teaching and Learning

This study helped us to find out some of the important elements that a teacher

must have to create a good rapport, where the students feel comfortable with

the educational environment and they could acquire a meaningful learning.

Neil Fleming quotes Rita Rodabaugh (1996) who provided useful examples ofhow instructors can communicate respect for students: give them ample time to

ask questions, allow challenges to the professors views, and encourage open

debate. She suggests that Sarcasm and indifference can be easily conveyed

through body language clues and this should be avoided. Rules about

respecting students privacy and using appropriate language relate to a higher

tone in classrooms than might be found elsewhere. Students generally admire

faculty members but they do not expect to be best friends with them

(Rodabaugh, 1996, p. 41).

As Rita Rodabaugh negative moves from the teacher are easily identified

for students, it makes that they miss the interest for the class. Teachers

have to be careful about what they reflect and think about all they show

with their bodies during the class.

Young and Shaw (1999) asked both students and teachers to identify the

factors that contribute most to effective teaching. Both agreed that the most

important ones included not only traditional emphasis on motivating students

and communicating clearly but also a stress on empathy with students needs, a

factor clearly related to rapport. Feldmans 1988 review cited nine

characteristics or criteria that students and faculty agreed were important for

effective instruction. Three of these (italicized below) are related to the

instructors relationship to students.


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Three dimensions of teaching have consistently emerged as strong predictors

of outcomes: enthusiasm/expressiveness; clarity of explanation; and

rapport/interaction. The latter is hypothesized to influence outcomes byencouraging and rewarding active student participation. This is consistent with

Young and Shaws (1999) conclusion that rapports effect, unlike that of skills in

communicating and motivating students, is an indirect one. It establishes a

context, which influences what is learned in important ways (Tiberius, 1993).

Tiberius and Billson (1991) explain the connection in this way:

Teaching is inherently interactive because it depends on making connections

with an active, growing mind.

The relationships between teachers and learners can be viewed as a set offilters, interpretive screens or expectations that determine the effectiveness of

interaction between teacher and student. Effective teachers form relationships

that are trustful, open and secure, that involve a minimum of control, are

cooperative and are conducted in a reciprocal interactive manner. They share

control with students and encourage interactions that are determined by mutual

agreement.

First of all its very important to describe how the process of education is

involved by interaction features which become essential to create a good

environment into a class. Hence, as a first aspect that teacher must workis the students needs where teacher will have the opportunity to analyze

and work on what students really need to acquire a meaningful learning.

Second, the nine characteristics or criteria, without it teacher misses the

respect and the class wont have the interest for learning, if teachers do

not know nothing about the topics that they have to teach, it is impossible

because there are not knowledge to acquire from. Some cases

improvisation is a good element to do something but in the education

field the previous preparation and organization of a class facilities the

interaction student-teacher in order that teachers will be prepared for all


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doubts that students have and managing the different situations

presented in class.

Clarify and understanding ease the activities that students do during the

class, because they have a clear guide about how they have to work on

the activities and what tools they could use. Enthusiasm makes dynamicand interesting the class, the successful of a good rapport depends on

the good energy with which the teachers develop the class. Because it is

not the same an angry teacher who imposes the activities of the class

than a teacher who proposes the activities taking into accounts the ideas

of the students.

Students have different learning levels, then, the strategies that teachers

use to treat the students in the same way will help them to get a good

environment in the classes, focusing in the weakness that some students

have, and the strengths that other have.

In conclusion the success of a meaningful learning depends on the

strategies that a teacher uses to create a good rapport with the students,

it allow them have the confidence to create a comfortable environment

between them to get the most of the classes.

INSTRUMENTS DESIGNED TO COLLECT DATA

We decided that the best way to collect the data that we need to the research

according to the people who are part of the project is a survey and we alsoconsidered our own notes of each class. Then we made two different surveys,the first one was made to the students who exposed a grammar topic, and thesecond one was made to the students who listened to his or her classmate thatwas teaching the grammar topic.

In that case, the questions for the students who exposed a grammar topic werethe following:

1. Do you know the meaning of rapport? If yes, support your answer.2. Did you use any strategy to interact with your classmates during the

explanation?3. Did you give the instruction in a clear and understandable way to your

classmates?4. Do you think that creating a good environment into the class is a good

strategy for teaching?5. Did you encourage your students to participate actively in the activities

that you developed during your class?

The following questions are for the students who learn from classmatesexposing a grammar topic


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1. Do you know the meaning of rapport? If yes, support your answer2. What do you think about the strategy of interaction your classmates used

for teaching a grammar topic?3. Do you believe that some of your classmates created the best

environment for encourage the participation of the topic that they were

explaining?4. What do you think that are the problems of rapport that your classmates

have when explain a topic?5. Do you consider that the students showed enthusiasm for the subject

matter and teaching?

Applied Linguistic Research

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