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SETT FrameworkSelf- Evaluation of
Teacher Talk
Objectives
OTo recognize descriptions of interactional features, pedagogic goals and aims for L2 classrooms
OTo identify the stages on the SETT process
What is a SETT framework?
O It is model of reflective practice
O It facilitates understanding of language use and interactive decision-making
O It redirects teachers’ attention towards interactional choice
SETT FoundationsONaturalistic ApproachO Institutional discourse (Sinclair
& Coulthard)OConversation methodology
(Seedhouse & Walsh)
L2 classroom
O Inter-related micro-contextsO It is managed, created and
sustained by interactantsOInteraction is central
How does learning occur in a L2 classroom?
OLearning occurs through talk which is jointly constructed by teachers and students (socioconstructivism)
OTeachers and learners work towards one common institutional goal: learning the second language
A shift from TTT to Classroom competences
“Opportunities for learning are … primarily determined by the teacher.”
TTT
Classroom
Competence
Learning objective
s
Contexts
Teachers
Context
Talk
Interactional architecture of the classroom language
Speaking
Analysis
Pedagogical
Focus
SETT stagesO SETT WorshopO SETT Process, part IO SETT Process, part II
The SETT Workshop
SETT Workshop:Pedagogic Mode
OMicro-context with: defined pedagogic goals and distinctive interactional features.
Interface
Actions
Words
Behavior
Discourse
Pedagogic Modes – A starting point
Managerial
Materials Skills systems
Classroom context
“As the focus of a lesson changes, interaction
patterns and pedagogic goals change too”
DA and CA Analysis
Descriptive system of Interactional Processes
Topic
IRF
Turn Takin
g
Conversation
Analysis
Discourse
Analysis
Activity 1 – The SETT Grid
ORead carefully the SETT gridORead the transcript on your
handout and identify a pedagogic mode
Activity 2 - Describring
O Identify features of teacher talk on the excerpt given in your handout.
“Language use and pedagogic purpose are inextricably linked and … teacher talk varies according to mode”
L2 classroom is like a ‘russian doll’
OMode switchingOMode side sequence
Part II: SETT Process
How is this done (part 1)? – A practical exercise
ORecordings from three different lessons (15’ minutes each)
OComplete a written analysis using the SETT grid
Modes
Interactional
features
Features, Modes, Purpose
Evaluation
Contextualization
How is this done (part 2)?
OReflective feedback interview
Analyze
• Video
Clarify• Uncertain
ty
Reflect
• Self-evaluation
SETT Process
Dialogue
InquiryInteractio
n in L2 classroo
m
“Interactive opportunities are maximized” (Ellis, 1999; Walsh, 2002).