Questions

By: Valvanera Zapata.

21. What is the advantage of pair work? Can a T control pair work even if classes are large
(this class, of course, is not).

1. The learner's confidence, especially timid students, or ones who are not good at manipulating the
language yet, feel more relaxed and self-confident trying to put their language abilities to a test during
the activity and seeing how they use them.
2. This encourages students to cooperate with one another, because are all involved in the activity and
can learn from one another a lot.
3. Develop students' fluency. The students can use the language freely and express their opinions and
thoughts without any restrictions.
4. It permits the variety of activities, that increase the students' motivation because they are active and
feel important during these activities.
5. Pair work and group work have advantages not only for the learners but also for the teachers
because teacher can check students' progress in learning without students' knowledge about the fact that
they are observed and checked.
6. Pair work and group work in a classroom teaches them a very important life skill - how to work with
other people.
Teacher can control pair work even if classes are large because he can walk round the class and
listening to the speakers, the teacher can not only make notes of the most common mistakes to discuss
them later, but also discover whether they are able to communicate with each other in the foreign
language or not. Such discovery helps the teacher to decide which parts of material need to be repeated
or explained later. Therefore, the teacher is working with two students at a time. This reduces the
amount of support needed significantly because as long as one student understands what the teacher
says they can help their partner to grasp the information.
22. What research principles justify this sort of sharing and comparing? What affective and
linguistic purposes did it serve?
a. AFFECTIVE PRINCIPLES
Language Ego: This is manifested because the couple who selected the teacher, expressed pleasure and
motivation and used the adverbs of frequency in false and hypothetical arguments showing a change of
thought.
Self-Confidence because the exercise permit Learners belief that they indeed are fully capable
of accomplishing a task is at least partially a factor in their eventual success in attaining the
task.
 Risk-Taking
Successful language learners, in their realistic appraisal of themselves as vulnerable beings yet capable
of accomplishing tasks, must be willing to become gamblers in the game of language, to attempt to
produce and interpret language that is a bit beyond their absolute certainty.
Teacher create an atmosphere in the classroom that encourages students to try out languages, to venture
a response, and not to wait for someone else to volunteer language and when student makes mocks and
others comments show his appropriation and understanding of the subject. Besides, student must
provide answers that involve own thought and reasoning.

b. Linguistic purposes

Interlanguage: The progress in the target language is noted, when the students use the different
adverbs of frequency and they also explain why they chose some adverbs in particular that help
the student to develop their thinking in a logical way.
Communicative Competence: with its organizational and pragmatic components. When the
student answers aloud with good grammar in the speech using the frequency adverbs expressing
emotions. The student in the oral exercise in front of his peers, develops his fluency and
acquires pragmatics.

23. Do Ss miss vital information when T choose to skip certain exercises?

Not because it is an activity to develop at home and in this way the student internalizes the topic and is
ready to receive feedback in the next class.
24. Why volunteers here instead of calling on certain Ss?
For several reasons.
1. One of the goals of class participation is to help the teacher adjust to the majority of the class, and if
only the best students participate, this purpose is simply not achieved.
2. It is possible to engage in a discussion with two or three bright or particularly confident students and
leave the others students lost-feeling uncomfortable, and resolving to learn not from the teacher, but
from out-of-class sources
3. Class participation should include a broad cross-section of the class, and that is impossible if the
teacher relies on volunteers.
4. Sometimes this leads to students' preemptive volunteering on the theory that a teacher will never
surprise someone who volunteers frequently.
5. At some point a student may be stymied, and volunteer can helps out,
25. Is this explanation appropriate? Is it sufficient?
Yes, it is sufficient and appropriate because it is the application of the theme already worked in pairs
and placed in context.