FICHAS BIBLIOGRAFICAS

I

CAPITULO DE LIBRO
AUTOR: SELIGSON PAUL
APELLIDO (S), NOMBRE (S)
TITULO DEL
CAPITULO: PAIR AND GROUPWORK THAT WORKS.
TITULO DEL LIBRO QUE CONTIENE EL
CAPITULO: HELPING STUDENTS TO SPEAK.
EDICION:
(A PARTIR DE LA 2ª.)
LUGAR DE EDICION.: LONDON, ENGLAND
EDITORIAL: RICHMOND PUBLISHING.
AÑO DE EDICION: FIRST PUBLISHED1997
PAGINAS QUE CONTIENEN EL CAPITULO: PP. 42,43,44,45,46,47,48,49, 50.
SERIE O COLECCIÓN Y NUMERO: 9 788429 449266
LOCALIZACION DE LA OBRA: PERSONAL
EJEMPLO


In this chapter we are going to find an important aspect that helps students to speak, it is based on how cooperatively work works in determined activities. For that reason, it comes the following definitions a pairwork is when you divide a class into pairs of students. Each pair practices simultaneously to each other, not to the teacher. And groupwork is the same as pairwork, what changes is that students work in groups. A group can be anything from three students to half the class and more, although generally with adolescents, the smaller the group, the easier it is for them to maintain self-control.

pair and groupwork is used because it increases the amount of time students can talk in class, it also improves the quality of talking, allowing for more of the features of natural speech, for talking to somebody as in real life, for encouraging a more communal classroom atmosphere and helps individualise learning and teaching, learning from each other and teachers are freer to help individuals, thus producing a better affective classroom climate. Finally this provides an opportunity to learn by doing things for themselves. Thus, they’re learning through experience.

The following are the steps for making pairwork works:

• Choose easy-to-manage activities first.
• Make sure students have got the language that they need.
• Choose the most appropriate grouping.
• Choose the best available classroom layout.
• Be sure of your aims and give clear instructions.
• Make sure students know the focus and aim, and give a time limit.
• Make sure students listen to the answers in pairwork.
• Make activities easy to manage.
• Monitor activities so you appear to be listening to all of them.
• Know how you’re going to correct.
• Don’t forget to provide feedback.


Creating an environment to speak freely can be a hard task but if we notice as teachers that either working in pairs or in groups may generate a speaking atmosphere, we should try to implement it as much as possible in our classes. Cooperative work increases the opportunity of each student to participate in any activity planned in class; by giving to them a responsibility inside the group, s/he will know how important s/he might be to accomplish or aim the objective together as a team.

When trying to improve students’ speaking production in class, it’s necessary to take into account this issue (cooperative work). So we can see all the advantages students will have if we as teachers use the pair and groupwork as basis of our lessons. Therefore, in the different group activities applied, it’s possible to encourage and motivate students to talk. On the other hand, dynamic activities and the atmosphere will improve dramatically if students are asked to work together in situations where they normally be expected to work alone, besides when teaching oral English, the objective of each teacher should be letting students talk more than what the guide (you as teacher) do, here is when teachers become methodical trying to train their students to get used to this technique, thus asking them to practice in groups regularly all over and over again. This reading was very productive to apply it on our research project, especially in the proposal of strategies to increase students’ oral production, and also because this chapter has to do a lot with part of what the Communicative Approach requires.


II

CAPITULO DE LIBRO: 7
AUTOR: HARMER, JEREMY
APELLIDO (s), Nombre (s)
TITULO DEL
CAPITULO: DESCRIBING LEARNING CONTEXTS
TITULO DEL LIBRO QUE CONTIENE EL
CAPITULO: THE PRACTICE OF ENGLISH LANGUAGE TEACHING
EDICION: 4
LUGAR DE EDICION: ESSEX, ENGLAND
EDITORIAL: PEARSON EDUCATIONAL LIMITED
AÑO DE EDICION: 2007
PAGINAS QUE CONTIENEN EL CAPITULO: pp.121-136
SERIE O COLECCIÓN Y NÚMERO: 9 781405853118
LOCALIZACION DE LA OBRA: PERSONAL

WWW.LONGMAN.COM
Contrary to what we might think throughout our experiences as a teacher about the use of L1 in our L2 classes, this book caught our attention because it explains not only the disadvantages, but the benefits of it as well, especially in the earlier levels. Here are some benefits from using L1 in the classroom. For example, D Jabr Dajani suggests its use in planning, self-evaluation and learner training, where, if the teacher speaks the students´ L1, these topics can be discussed fluently instead of in the halting English of a beginner or elementary student. Sheelagh Deller suggests that, among other things, it is useful for students to notice differences between their L1 and the target language, that when students use their L1 between themselves and with the teacher, it has a positive effect in group dynamics, and that it allows students to give ongoing feedback about the course and their experiences of learning much more fluently than they would if they were only using English. Also, Boris Naimushin sees translation as the “fifth skill” after reading, writing, speaking and listening. Finally, students (and their teachers) can use the L1 to keep the social atmosphere of the class in good repair. There is a case for saying that rapport is enhanced when teachers can exchange jokes with students or talk to them about aspects of their lives.
Thus, the disadvantages on the other hand, there are problems with an unquestioning use of the students´ L1 in the L2 classroom, just as there were with the idea of a total ban on its appearance. The first, of course, is that the teacher may not always share the students´ L1. This does not mean that students will no longer make comparisons between their L1 and English, because they´ll do this consciously or subconsciously anyway. A more serious objection to the use of the students´ L1 is that it restricts the students´ exposure to English because as we know, the teacher is a principal source of useful comprehensible input, then the more time we spend speaking in English, the better. Finally, the author says that the use of L1 seems counter-productive and this is when we are encouraging students to use English in communicative speaking tasks, whose purpose after all, is to give students chances to try out speaking in English. To conclude, the author mention that to balance the use of L1 in classes is important o set a number of points as follows:
-Acknowledge the L1; use appropriate L1, L2 activities; differentiate between levels; agree clear guidelines, and use encouragement and persuasion.
They may use their L1 in the classroom to communicate with each other whether we want them to or not. (Harbord 1992).
This kind of code-switching between L1 and L2 is naturally developmental. (Eldridge 1996).


III

CAPITULO DE LIBRO
AUTOR:__Benson,_Phil
APELLIDO (s), Nombre (s)
TITULO DEL
CAPITULO:_Autonomy in practice
TITULO DEL LIBRO QUE CONTIENE EL
CAPITULO: Teaching and Researching Autonomy in language learning.
EDICION: 1
(a partir de la 2ª.)
LUGAR DE EDICION: Essex, England
EDITORIAL: Pearson Educational Limited
AÑO DE EDICION: 2001
PAGINAS QUE CONTIENEN EL CAPITULO: pp. 109, 110, 111
SERIE O COLECCIÓN Y NUMERO: ¿
LOCALIZACION DE LA OBRA ¿

Among the different lectures, in this book call our attention a reading on the section ll, chapter 7, where the author emphasizes the importance of student’s motivation on their process learning. In this chapter, they define autonomy as the capacity to take control over one’s own learning and its development is beneficial to student’s learning process. The author also mentions that teachers and educational institutions should attempt to foster autonomy through practices that will allow learners to engage in modes of learning in which this capacity can be developed. In addition, the author classifies these practices under six broad heading:

1. Resource –based approach, Emphasize independent interaction with learning materials.
2. Technology-based approach, Emphasize independent interaction with educational technologies.
3. Learners-based approach, Emphasize the direct production of behavioral and psychological in the learner.
4. Classroom-based approach, Emphasize learner control over the planning and evaluation of classroom learning.
5. Curriculum-based approach, Extend the idea of learner control to the curriculum as a whole.
6. Teacher-based approach, Emphasize the role of the teacher and teacher education in the practice of fostering autonomy among learners.
Phil Beson, is a lecturer at the English Center, University of Hong Kong. He has taught English and Applied linguistics at that university. Since 1991 he has published widely on autonomy and related issues in applied linguistics. He is the co-editor on the longman volume: Autonomy and Independence in language learning (1997).
Quotes:

“ Autonomy is not just a matter of permitting choice in learning situations or making pupils responsible for the activities they undertake, but of allowing and encouraging learners, through processes deliberately set up for purpose, to begin to express who they are, what they think and what they would like to do, in terms of work they initiate and define for themselves”. (Kenny 1993, 99).

“ Autonomy facilitates target language use in the larger world that lies beyond the immediate learning environment ” (little 1996:101).

“ allows the learner to take maximum advantage of the language-learning opportunities that continually arise in language use” (little 1996:101).

These kinds of lectures will help us to enhance our knowledge in the research project as well as giving as some strategies and techniques to be apply to students in order to have them produce more in the target language. We think that these lecture will fit in our background in the project.