L2 Classroom Discussion: A Comparison of Student and Teacher Beliefs for Pedagogical Purposes

1. L2 Classroom Discussion: A Comparison of Student and Teacher Beliefs for Pedagogical Purposes Nick Yinger

2. Introduction: Research Area • The topic area is: Classroom instruction and Discussion with perception • Discussion: “With recitation, there are prespecified answers to the teacher’s questions. In contrast, authentic discussion is more like a conversation in which there is a genuine dialogue or inquiry into a problem or issue with no predetermined answer. . . [it] is purposeful and engaging”-Johannessen (2003) • Solving the problem of: student self-perception and teacher perception congruence

3. Aim/Justification • Practical topic • Not so theoretical • Trying to illustrate the importance of knowing students’ motivating factors in discussions • Show that instructors who understand how to get students motivated according to their desires tend to get better results

4. References • Bucy, M. (2006). ENCOURAGING CRITICAL THINKING THROUGH EXPERT PANEL DISCUSSIONS. College Teaching, 54(2), 222-224. http://search.ebscohost.com • Graseck, S. (2009). Teaching with Controversy. Educational Leadership, 67(1), 45-49. http://search.ebscohost.com • Johannessen, L. (2003). Strategies for Initiating Authentic Discussion. English Journal, 93(1), 73. http://search.ebscohost.com • Jones, J.F. (1999). From Silence to Talk: Cross-Cultural Ideas on Students' Participation in Academic Group Discussion. English for Specific Purposes, 18(3), 243-259. • Kahn, E. (2007). Building Fires: Raising Achievement through Class Discussion. English Journal, 96(4), 16-18. http://search.ebscohost.com • Léger, D., & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37(2), 269-285. http://search.ebscohost.com, doi:10.1016/j.system.2009.01.001

5. Research Questions • Do language instructors and students have the same ideas and perceptions of student motivation during discussion? • How do similarities and differences affect student participation in language-classroom discussion using the TL? • Are instructors aware of the intricacies of cultural differences and discussions? • What are instructors doing to proactively improve classroom discussion? • How often do students cite comfort in the TL as a perceived motivating factor?

6. Methodology • Materials/Instruments • Questionnaires with open-ended questions probably some likert scale and multiple choice items • Procedures • Administration to Chinese students in OPIE and American students in language classrooms here

7. Methodology • Data and Analysis • Mixed methods • Questionnaire with quantifiable data and data to be analyzed qualitatively

8. Anticipated Problems/Limitations of the Study • With only so many different classrooms to observe and collect data from, am I going to be able to assess whether or not students and teachers tend to hold the same perceptions?

9. Expected Findings • Teachers and students have similar perceived notions of motivation in language discussions • Though teachers know certain factors, they won’t know all motivating factors • More similarity between teachers’ and students’ perceptions will equal more engaging discussions

10. Questions?