Effectief taalonderwijs

Feedback

Teacher

Explicit

Minst effectief

Recasts

Promps

a. Elicitation

b. Metalinguistische cue

c. Clarification requests

d. Repetition

Student

Uptake

Repair

Counterbalace hypothesis

Instruction

Benaderingen

Oral-situational Approach

Behaviourist learning theory

present-practice-produce

Notional-functional approach

present-practice-produce

communicatieve competentie

Task-based approach

hollistisch

natuurlijke communicatie

Theoretische perspectieven

Computational model

Input verwerking

Intake

Interlanguage development

Output verwerking

Controle

Sociocultural theory of the mindtopic

Zone of proximal development

Spraak

onderlinge controle

zelfregulering

scaffolding

Interventie

Indirecte interventie

Directe interventie

Corrigerende feedback

Recasts

Clarification request

Meta linguïstische kritiek

Teacher

Intrinsic component

Pursuing a meaningful activity

Subject of interest

Autonomy

Collegial community

Self-efficacy

Instructional goals

Performance feedback

Contextual factors

school-based extrinsic factors

Teacher efficacy

Teacher commitment

systemic/societal-level factors

Temporal axis: career structures and promotion possibilities

Interaction teacher motivation - student motivation

Student

Model for motivating students

"setting the scene" for effective use of motivational strategies

Appropriate teacher behaviour/good relationship with students

Take the students' learning very seriously

Demonstrate your own enthusiasm for the subject

Pleasant & supportive classroom atmosphere

Encourage students to express their opinions

Protect students from embarassment

Cohesive learner group with appropriate norms

Generating initial motivation (pre-actional phase)

Enhancing learners' L2-related values and attitudes

Increasing learners' expectancy of success

Increasing learners' "goal-orientedness"

Making teaching materials relevant to learners

Creating realistic learner beliefs

Maintaining and protecting motivation (actional phase)

Promoting self-motivating learning strategies

Creating learner autonomy

Promoting cooperation among learners

Allowing learners to maintain positive social image

Protecting learners' self-esteem and increasing self-confidence

Making learning stimulating and enjoyable

Presenting tasks in a motivating way

Setting specific learner goals

Encouraging positive self-evaluation (post-actional phase)

Promoting attributions to effort rather than ability

Providing motivational feedback

Increasing learner satisfaction