In addition to comprehension checking questions, CCQs, that a teacher uses to check whether learners understood what he/she said, a teacher can also use instruction checking questions, ICQs, to check if
students understood instruction so that they do not ask instruction questions when
they do the task. ICQs are typically three short questions: the first is a
wh-word question such as what will you do? Or how will you do it?
Or it could even be how much time do you have? The second is a yes/no
question whose answer is “no” such as will you work alone? Or will
you meet only one person? Then the third question whose answer should be "yes"
could be will you mingle and meet different classmates? or Will you take notes
while talking to peers?
Using ICQs, on one hand, helps to reduce the confusion that
learners have about what to do with the task at hand and decreases the number
of questions that some learners may ask during the task which distract other
learners. ICQs, on the other hand, help the teacher better monitor the learners
while they are doing the activity.
As a non-native English speaker, what worries me most are whether others can understand me fully and whether I can express clearly and accurately. Sometimes, I asked people " do you know what I mean?" Also, I always pay more attention on grammar when I communicate with others, especially people I am not familiar with. In my opinion, students' proficiency of oral English largely depends on teachers' instruction in class. Except encouragement on their using new words and patterns, instruction on problem identification and helping students clarify and abandon misunderstanding is most significant and beneficial.
ReplyDeleteI like your strategy. It is very systematic and seems to address the issue of giving clear directions. I can share one strategy for giving directions that I really liked while I was teaching (I don't know its name). Basically, you give the directions and then ask a student to repeat the directions. Then you ask another student to repeat the first student. Then you can ask the class if the second student was correct. When students hear each other giving directions, it directs their attention more to the event than just listening to the teacher alone.
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