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Themes | Categories | Codes |
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Perspective on communicative approach training | Perspective on trainings | (i) Raising awareness |
(ii) Finding trainings useful |
(iii) Enjoying the trainings |
Perspective on the planning phase | (i) The effectiveness of the sample lesson design |
(ii) Making use of the training notes and the articles |
Perspective on the reorganization phase | (i) Effectiveness of stimulated recall interviews |
(ii) Recognising the deficiencies |
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Applicability of dialogic teaching | Necessary conditions for application | (i) Adequacy of the teacher |
(ii) Teacher’s eagerness to professional development |
(iii) Teacher’s preparation for the lesson |
(iv) Student levels |
(v) Students’ preparation for the lesson |
(vi) Moderate and applicable syllabus |
Applicability level | (i) Applicable for some topics |
(ii) Applicable for all grades |
(iii) Different levels of efficiency for different grades |
Reasons for inapplicability | (i) Inapplicability of some topics and learning outcomes |
(ii) Anxiety about the curriculum content and duration |
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Contribution and change | Contribution and change for the teacher | (i) More enjoyable and efficient lessons |
(ii) Switching from the instructor to the facilitator |
(iii) Learning the form of education suitable for the communicative approach |
(iv) Learning to be patient with wrong answers |
(v) Learning to listen to student ideas and to take them into account |
(vi) Being happy |
Contribution and change for the student | (i) Active participation |
(ii) Enjoying the lesson |
(iii) Expressing his/her ideas better |
(iv) Motivated reasoning |
(v) Generate creative ideas |
(vi) Offering counter arguments and refuting other ideas |
(vii) Feeling important |
(viii) Increased self-confidence |
(ix) Becoming more engaged in the lesson |
(x) Increase in student-student interaction |
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Problems encountered | Teacher | (i) Inability to put the theoretical knowledge into practice |
(ii) Heavy work load |
(iii) Tiring |
Student | (i) Insufficient level of readiness |
(ii) Inability to express his/her thoughts |
(iv) Noise |
Syllabus | (i) Incompatible curriculum and course time |
Physical condition of the classroom | (i) Sitting arrangement |
(ii) Classroom size |
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Suggestions | Classroom management | (i) Setting classroom rules |
Syllabus | (i) Increasing weekly course hours |
(ii) Easing the curriculum |
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