Class: 2/E- 2/K 

                         

                                         OBZERVATION
                                     REPORT 1 ( WEEK1-2)

FIRST WEEK :  At first, we observed the answers of those questions like ‘who spoke?, In what language? And How  long was the utterence ?

 Generally,The one who speak much more is teacher. The lesson mostly based on teacher-centered because students couldn’t say or ask anything in TL. This situation is attached to how frequently the teacher uses T.L.   The common language usage of the class is on M.L. The students usually repeat what they hear in T.L.  For example;

The teacher: Good morning children.

Ss:  Sir..

The teacher: He says no sir. When I say ‘good morning’, repeat after me’ Good morning sir.’

Ss: Good morning sir.

            As it seems above  that their statements in T.L are mechanical, not spontaneous. When teacher makes sentences in T.L, the utterances are less than 5 words. ( What is your name  ?  my name is…., good morning,..). The teacher’s utterances are very short, simple and understandable but  his many instructions are routinely in ML. or he imadiatelly translates to ML. However, young learners need to hear much more TL words or sentences  for the learning of  language becomes  permanent. The teacher uses T.L for greeting, praise ( super!) and simple instructions.  When the teacher gives an instruction in TL., he sometimes uses visual clues but he doesn’t use  real objects or his gestures which are very important and necessary for their learning. So, students  learn TL  without internalizing. If their teacher wants them to speak TL, they wait for a while  because  teaching technique  mostly on the repetition  of the teacher. When any answer doesn’t come from the students, teacher makes them say.

Shortly, the students are  provided few opportunities to receive TL. . This method isn’t enough for young learner. Teaching  language  can be more appealing to young children.

SECOND WEEK : This week, we made observations about  ‘Teacher’s question, Length of wait time, Student’s Response, Teacher’s Feedback and lastly Student’s Response to Feedback.

               The style of the teacher questions are  either display ( when he teaches in role play, singing by pointing) or procedural ( when the teacher makes them trace on the book).

In this week ,  The lesson begins with greeting of the teacher in T.L but the students don’t know how to say the greeting utterances in T.L. They are usually confused about the order of the patterns. The teacher teaches them how to tell the greeting statements by translating in M.L The first lesson goes on repeating of the last lesson. The teacher reminds them how to introduce themselves.He asks his students what are their names  and students say their name and some don’t use  the exact statements, some do.  For ex: What is your name? Ayse .. . Teacher waits for them to answer is almost 10 seconds. Sometimes  he answers his question himself. The students’ responds are missing, short, simple, nonsense or repetition of the teacher . When  the teacher makes them read the words that are similar to Turkish on the board , They make many  mistakes with pronunciation because they don’t know the difference between the pronunciation and the sound of the words. The student rarely receive feedback from the teacher. What he mostly does is to pass to another student without paying any  attention to if  they understand or not. Students doesn’t ask any questions in TL. at all but they ask one word’s meaning in Turkish when they are curious.Their teacher gives  turkish meanings of the words in M.L. Students’ feedback to teacher  is only gestures,  short sentences in M.L. or there is no answer.  The teacher’s questions  are also to choose someone for activity that he will make do for ex:’’ Who wants to come, Who wants to read’’ or he commonly asks their name. he doesn’t  often ask  questions about the  subject.