TESL-0120 - Unit One Reflection
One of the topics that was covered in this unit that I
found interesting is teacher intervention. Teacher intervention occurs when a
teacher provides feedback either during or following language learning
exercises, usually to correct students’ errors. Harmer (2001) discusses this
topic within the context of communicative and non-communicative activities in
the ESL classroom. This entry will focus on the discussion of teacher
intervention and its effectiveness, or lack thereof, at achieving the objectives
of communicative and non-communicative activities. I will also reflect on the
use of intervention in my volunteering experiences and how it has changed my
perspective and approach to teaching.
Harmer (2001) explains that communicative and
non-communicative activities serve different purposes. Communicative activities
include speech activities and are intended to improve fluency. Speaking
activities help learners transfer learned language in their short-term memory
to acquired language in their long-term memory. This is accomplished by forcing
students to think about how to use the language they have learned to best
express their thoughts and the meanings they want to convey. As such, fluency
improves over time as students learn how to integrate what they have learned in
the classroom into their speech. Teacher intervention during communicative
activities interrupt the language acquisition process and causes the activities
to change their focus from the use of language to aspects of the language
itself, like sentence formation and word meaning (Harmer, p. 104-105).
Harmer (2001) states that non-communicative activities
also include speech activities but are intended to ensure accuracy and
correctness. Non-communicative activities help learners understand the language
itself so that they are equipped to express themselves in written and verbal
forms of communication. Students can benefit from teachers intervening by
pointing out and correcting mistakes when they happen during non-communicative
activities before they become learned habits (Harmer, p. 105).
My experience with speaking activities in an ESL classroom has centred on using vocabulary words in descriptive statements and as responses to questions taught in class. Sometimes students grasp vocabulary but struggle to incorporate it into sentences. This article has shown me that this struggle is common and that making mistakes does not defeat the purposes of communicative speech activities. However, it is also important to correct students’ mistakes before they become learned habits. As a result, it is sometimes difficult to determine whether I should or should not intervene if students make mistakes in communicative activities since doing so turns it into a non-communicative activity where the focus is on vocabulary or sentence structure rather than practicing using language. This is something that I will need to continue thinking about through the rest of the TESL program.
Harmer (2001) adds that the effectiveness of teacher
intervention depends how it is done and who it is done to. This is because it
requires rapport between the teacher and their students. Without it, students
may feel intimidated by or frustrated with the teacher if they are told they
have made mistakes. As such, it is important that students understand the
purpose of teacher intervention and know that making mistakes is okay and a
normal part of the learning process (Harmer, p. 105).
This idea is consistent with my experience
volunteering in an ESL classroom and as a tutor for high school students whose
first languages are not English. Many of the students who I worked with in the
classroom a year ago have returned to the same classroom and language level
this year. As a result, there is familiarity and rapport between the teacher
and students. Where as many students were hesitant to raise their hands to
answer questions, they do not have the same hesitation this year. It has been
rewarding seeing them grow as students and for them to feel comfortable seeking
help from me when needed. In addition, we were taught during the training for
tutoring to take interest in the lives of students and to ask them about their
classes and interests. However, I have just recently started to volunteer in
this position and have not yet been able to develop professional relationships
with the students. I hope that the students will reach a similar level of
familiarity and trust as has happened in the ESL classroom.
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