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1) Actually, the most important issue is courage here. I remember that when i was a student, i was very assahamed because of making mistakes. My teachers were encouraging me but it wasn’t enough. A student can speak or do something in english when she/he believes that she/he can do it. We should show them they can do it.
2) We should corect them after speaking i think. We shouldn’t interrupt their speech because it is not easy to start speaking for them.
3) I think the problem is not curriculum but the exams. We always must preapare the students for the exams like LGS, TYT, AYT etc. They dont be motiveted to use English in real life. Even most of them dont know why they are learning English.

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1.My students are not willing to learn and speak English. They think that foreign language is not useful for their life. Also, they have lack of confidence. Students think that their friends will make fun of them when they make mistakes.
2. I think we shouldn’t interrupt the students’ speech if we focus on fluency but we should correct the mistakes if we focus on accuracy. I generally correct the mistakes later in the same Class. Also, I use facial expressions.
3. Yes, if we change the cirruculum we would have better students.

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1)first of all my students do not have enough motivation to learn english.In addition to this they have fear of making mistakes.             2) teacher’s body language is very important for this situation.teacher should be calm and kind.                                                  3) yes, ıf we change the curriculum we would have better students.

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1)first of all my students do not have enough motivation to learn english.In addition to this they have fear of making mistakes.             2) teacher’s body language is very important for this situation.teacher should be calm and kind.                                                  3) yes, ıf we change the curriculum we would have better students.

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1-) There are three main difficulties for me when Im trying to do a speaking activity. First one is students' lack of vocabulary knowledge. This makes the speaking activity even harder. So we always need to find simple subjects to talk about. Second one is students' being shy to speak in a classroom environment. They are usually afraid of being mocked in front of their teacher and friends. Final one is about lack of interest. Students do not think that English will always be a part of their life. They think it is just a school thing and they'll never use it again.

2-) We should correct the errors according to the student types. If we have a shy student then we should correct his / her errors after the class. But for the others we should correct at the exact moment with giving them
clues, not directly but indirectly.

3-) yes we would have better students

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1. Doing speaking activities and motivating students about speaking exercises is really difficult in our classes. Most of them think English classes are unnecessary  and they do not want to practise speaking or writing. They do not want to use the language and produce anything. I guess this problem stems from the fact that they do not think they will use English after graduating from school.

2. In speaking activities, we should correct students' errors after they have finished speaking. Correcting errors while they are speaking can cause them to get excited and they can forget what they are saying. We can ask questions such as "Did you mean..." on subjects that they cannot fully explain.

3. If we can change the curriculum in terms of timing rather than content, we can have better students. English class hours are insufficient to learn and use the language completely.

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1.Doing a speaking activity is hard in my classes. There are different factors that cause this situation.Firstly, most of the students are not volunteer to participate in activities.Some students who have interest in language refrain from participating lesson due to their shyness. Lack of vocabulary and inexpression are also prevent them from speaking. To me the most important thing  is exposure to the foreign language.Unfortunately students in Turkey only learn and practice English in schools.They don’t have oppurtunity to use the language in their environment.

2.We should correct errors in speaking activities in various ways. According to situation, we use different corrections. But we should be careful about it. I make use of explicit or implicit corections. Using recast, gesture and mimics are also an effective way.

3. To me, current curriculum is not so bad. We can find activities that appealing four basic skill area.The students needs and interest should taken into consideration.

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1- We can encounter many problems while doing a speaking activity. First of all, most of the students are not willing to speak in English because they think that English is unnecessary. The lack of vocabulary is the other problem while doing a speaking activity. So they are afraid of making mistakes. In addition to these, We don't have enough time to do a speaking activity.
2- We should not interrupt while students are speaking because they may feel anxious .We can take notes the mistakes and correct them later.
3- Yes, we may have better students.

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1- What are the difficulties doing speaking activity in your classes?
I would like to divide this question into three parts. These are:
a) Learners generally don’t understand some words that I use, so the flow of the lesson might be a bit complicated. Therefore, I try to simplify the words that I use.
b) Learners generally don’t understand me when I am talking a bit fast. So, I try to speak slower to make their listening process better.
c) Learners get nervous when I try to make them speak.Therefore, I create some situation questions and move them into the topic. And this  break the ice and they start speaking target language step by step.
2- How should we correct errors in speaking activities?
In my humble opinion, we should not correct their every single mistake while they are talking. I don’t like interrupting my students as long as they speak. If they make the same mistake more than twice, I note them and explain the grammar concerning the target issue.
3- If we change the curriculum freely in our classes, will we have better students?
It is not possible to say that their success depend on one thing. It would be nice to have more flexible options in terms of curriculum. If we had more flexible advantages such as time, budget, and materials, we could have better results in terms of success. To sum up, curriculum is developed by experts in this area and this is crucial for us to continue with it. However, it would be great if we had more flexible schedule in terms of time, budget and materials.

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1-the native language is the most influential factor affecting a learner’s speaking.
2-we should correct the errors just saying the correct versiyon or with body language
3-I think , we haven’t better student in our class. Because we have a suitable plan for students.

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1.What are the difficulties when doing a speaking activity in your classes?
The students are difficulty in speaking because there are many differences between mother tongue and English' grammer structure,word order.The students are afraid of making mistakes
2.How should we correct errors in speaking activities?
We shouldn't interrupt students' speech while they are speaking .We should correct their errors at the end of the class.At that time you can give individual feedback.If we correct them immediately ,they can lose motivation,this might discourage them.
3.If we change the curriculum freely in our classes .will we have better students?
Of course yes,because the curriculum restrain us.Our education system is based on exams .But we can form our classes the students' interests.

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1. First of all most of my students aren't aware of the importance of speaking a foreign language itself. They find it slightly meaningless. If an interested st wants to talk other sts mock him and make fun of his pronunciation. Another difficulty is that most of the students don't study at home and make practice. They have difficulties in remembering the words or chunks. Also the Turkish education system is based on the product not the process itself. Therefore stundents are more likely interested in tests and end result.
2. We should pay attention to the limit of the correction. Students already feel shy and not motivated if one interrupts him/her a lot one can feel embarrassed and don't want to speak often. A teacher should use his/her mimic and gestures in a friendly and kind way so that the student won't feel embarrassed. Also teacher can repeat the sentence in terms of intonation and let the student find the error. Teacher should guide the student not lead.
3. The curriculum should be changed according to the needs of the students. Curriculum should represent the interest of the students in general and it should be relevant to the daily life and use.

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1- Aim is important, we should give the students purpose and reasons before giving a task. If we aren't clear enough while giving instructions they may face with problems. Readiness is another issue, if we prepare a task, an activity etc. which include a language that exceeds the knowledge of the students then they may feel uncomfortable. We should want them to practice what they have learned so far not one that they haven't experienced yet.
2- We can correct them in two ways. Either explicitly or implicitly. To choose the method depends on our students. Sometimes we may have to correct them explicitly or implicitly. What are the things we can do? Peer correction can bu used if students know the target language and the task they given well enough. We can use re-cast, we can repeat the word by emphasising the mistake repeatedly. We can repeat just the half of the word and then want the students to complete it.
3- It is as important for the teacher to feel comfortable as it is for the students to feel comfortable, teacher should take the needs of the students into account, then he/she should be able to shape the curriculum according to their needs. Howe ver, teacher should keep that balance, we can't keep the curriculum aside.

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1-From teachers’ point of view, when we do a speaking activity we focus on detecting the errors(normally) and this makes us a bit isolated from the communication.I think students feel our this feeling, or maybe it is so clear in our faces, so that they become nervous,feel alone in talk and fear of doing mistakes.2-Taking notes for errors hiddenly as much as possible while they are performing their speech and announcing and correcting  them at the end may be a solution for this problem.We should provide basis for a conversation,not a task must be done.
The other fertile method could be using our gestures when students make mistakes in target language.we will make the speaker be aware of that he/she makes a mistake.And we will give some time to think and correct his own mistake.In addition, instead of saying the errors, performing the corrected sentences at the time of speaking will be one of the solutions.
3-Definitely yes.I see learning a language as a talent,ability and it is all about being interested in it.If the student wants to learn he learn;if not,he doesn’t.However it is impossible to appeal to all students and all of their different interests.Either languages classes should be generated in all kinds of grades,or more freely created curriculum should be used according to teachers’ initiative.

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My Answers to Reflection Questions for First PLC

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1. The biggest difficulty is that the students lack of motivation for speaking, or even the language itself. They have no aim to use the target language. Besides, they have different background experiences. For instance, some of them have not had speaking activities because their teacher have spoken  the mother language, too. In addition to this, they have a fear of making mistakes during the speaking activity.
2. It depends on the aim of the activity. For some cases, we can take some notes during the speaking task, and then tell the student kindly. Sometimes, while in a conversation, we can interrupt the student and try to notice the error such as reformulating.
3. I think it will be definetely more usefull. The curriculum should be related to the student's background knowledge, level and especially interests. If we give them the language which is related to their interests or needs, they will be more comfortable to use it.

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1) Students have many difficulties while they are speaking. While speaking activity, the problem’s source can be students’ lack of vocabulary, pronunciation problem and also fear to speak.
2)We should correct students’ errors after speaking activity. During speaking activity, as teachers we should take notes and after the activity we should point the errors with a gentle way. We can repeat what they said in a correct way.
3) If we have a chance to change the curriculum we can manage the learning atmosphere according to students’ skills and interests. With this change, students can be more active in learning process.

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There are many difficulties when doing a speaking activity. Teachers have difficulties in motivating the students to speak. Students always think about in their mother tongue. To me, pronunciation, fluency, vocabulary knowledge and peer bullying are the main problems. When it comes to error correction we can do it while or after speaking. It can be explicitly or implicitly. Methods can be used such as repetition, clarification request, feedback, elicitation, recast etc. In my opinion, the change in curriculum can be useful. We can prepare it according to the levels and needs of the students. We can create time for different activities. By this way, students can improve themselves in a better way.

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Reflection Questions for 1st PLC

1- First of all, most of my students do not want to do speaking activity because of the fear of making mistakes. They think that other students will make fun of them. Secondly, they don’t think that they are learning something useful for their lives. They think that english is a lessonthatthey will never need in their lives.               
2-We need to be careful about how to correct them. We must know our students in order to decide what kind of error corrections should be used.For instance; some students might feel criticized and embarrassed. When this is the case we shouldn’t prefer to use explicit correction. 
3-Yes, I think curriculum should be changed according to the needs of the students.

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Answers to the Reflection Questions for the 1st PLC

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Answers to the Reflection Questions for the 1st PLC

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1. I am almost sure that the students are confused about how to use the grammar rules, and they have a hard time speaking because they can't think in the target language since they were not taught and raised this way. These, in turn, cause students to feel discouraged and embarrassed to talk. Another point is that, they don't have the time and the need to practise their speaking abilities either. They're aware that they must first learn how to answer multiple choice questions to be successful, to go to good schools. They'd rather get perfect exam results than be perfect at speaking English.

2. Their errors can be pointed out by requesting to repeat what they have just said. Or, it's quite useful to take notes of the errors while they're speaking, so that they can be corrected later.

3. It's a YES from me. I'd definitely love to create speaking clubs with my students. They'd talk about the sports, activities, celebrities they're crazy about, and it'd be amazing to see them speak with joy. We'd make up scenarios where we could talk and do role-playing. But the curriculum we're stuck with makes them believe that English is just a class they have to take. We're always worried about highschool entrance exams, and it makes English turn into a burden.

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Reflection Questions For Firts PLC

In my opinion the biggest difficulty is that students’  obstacles in their minds to learn and speak english.Because they are afraid of making mistakes as speaking they prefer not to speak. I think we might make them accept that mistakes are a part of learning and a natural  result of this learning process.

I think we shold wait end of the student’s speech  for error correction.If we choose disrupt students’ speech to correct their mistakes we may confuse and discourage them.In my opinion we may use elicitation by giving clues students to find out their own mistakes.

If we change the curriculm according to students’ individual differences we could reach all the students and we could be successfull  in teaching them the target language but we should accept that we should spare  much time and effort for this process.

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1 - The first problem for the students is being shy in general, they feel uncomfortable when they are at the center of attention in front of the class. Second, pronunciation of the language can cause students feel hesitant to take action. Third, students tend to speak their mother tongue while doing speaking activities.

2 - We as teachers need to correct the errors in a gentle way in which students does not get offended. We can't just draw attention to the errors individually, but it should be better to express the errors to the whole class.
3 - Students' needs can vary at some points so it would be better to arrange the curriculum in a way that they can succeed in the language. It would help them have meaningful learning.

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1- My students thinks that learning a new language is hard. So, they are not eager to speaking and the other activities. We have a lot of students in our classes and it causes a lot of problems like not to listen the others, not have enough time to speaking activities, etc.
2- We should correct their errors directly. Maybe it causes their concentration level decrease. So, we should correct their errors implicity by using error correction methods.
3- I think we shouldn't change the curriculum by freely. It has a professional aim and so it is prepared perfectly. If we change it freely, it may cause some problems . For example, students may not learn enough grammar topics and it can cause the other problems.

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Reflection Questions (Hediye E.Ates)  1)There are a lot of learning difficulties for speaking activity in olur classes. First of all,time is a problem because classes are too crowded to speak for each student,and also it is difficult to correct students' errors.Working in a group or a pair work is also challenging.Second,most students' faced in speaking activity aren't being confident to speak because they aren't being used to talking in the class.Third,when students' have a  lacking of vocab or difficulty expressing words,they font want to speak in a Target language.The  main point I think is being afraid of making errors.also peers' behaviours affect them in a negative way.Especially,pronounciation is hard for students .They are worried about New language structure. 2) We can correct the errors later.Every time correction can be Boring for students'.If an error is repeated,it can be corrected by the teachers.It is the most important thing is being individual awareness.so body language,facial expressions or point at the correct language is more useful.In a group work,it can be a solution for a crowded classes.We can give the rule for correcting students' own errors by themselves.we can also give positive feedback lime that very Good fluency and very interesting but a few basic mistakes.Peer feedback in a group work can be useful.3)In Turkey, classes English level are so variable diversity can be sometimes a problem. We should ise common curriculum.instead of curriculum,materials such as books can be changed.If There are a lot of speaking activities,games,role plays and some vocab exercises in their book,it is more useful.Sources can be varied.

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Reflection Questions (Hediye E.Ates)  1)There are a lot of learning difficulties for speaking activity in olur classes. First of all,time is a problem because classes are too crowded to speak for each student,and also it is difficult to correct students' errors.Working in a group or a pair work is also challenging.Second,most students' faced in speaking activity aren't being confident to speak because they aren't being used to talking in the class.Third,when students' have a  lacking of vocab or difficulty expressing words,they font want to speak in a Target language.The  main point I think is being afraid of making errors.also peers' behaviours affect them in a negative way.Especially,pronounciation is hard for students .They are worried about New language structure. 2) We can correct the errors later.Every time correction can be Boring for students'.If an error is repeated,it can be corrected by the teachers.It is the most important thing is being individual awareness.so body language,facial expressions or point at the correct language is more useful.In a group work,it can be a solution for a crowded classes.We can give the rule for correcting students' own errors by themselves.we can also give positive feedback lime that very Good fluency and very interesting but a few basic mistakes.Peer feedback in a group work can be useful.3)In Turkey, classes English level are so variable diversity can be sometimes a problem. We should ise common curriculum.instead of curriculum,materials such as books can be changed.If There are a lot of speaking activities,games,role plays and some vocab exercises in their book,it is more useful.Sources can be varied.

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Reflective Questions for 1st PLC
1. There are lots of problems when doing a speaking activity. First of all, some classes are very crowded so if we try to listen all students, it may take whole class hour. Another problem is that some students aren’t willing to speak because of some problems such as shyness and being afraid of making mistakes.
2. In my opinion, we shouldn't correct our students' error because it might cause them to be afraid of making errors and suffer speaking anxiety in the long run. Instead, we should give constructive feedback and clues to our students so that they can learn how to correct their errors on their own.
3. I don't think so because if we change the curriculum freely, we might raise students who are successful according to our own point of view but those students might be unsuccessful according to others' point of view. Moreover, the curriculum itself is not a problem, it is good enough. There is a just problem in duration. I mean, each unit has one month, but some unit may be more difficult than other units in terms of grammar topic etc.

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1. There are three main problems about speaking in the classroom. The first and the most  common problem is feeling shy. The other problem is , students have serious problems about creating a sentence. While there are trying to speak they try to find the correct words and correct order and this takes some time. That is why, students feel emberresed in front of their friends. Final and  the most important problem is students don’t use the new language except from school. So, they forget everything in a week
2. I generally use two different ways. The first one is taking notes and reading these notes at the end of the speaking  The second one is using the same words or same sentences in the right way.
3. Current curriculum is actually not bad. However, the books are not good enough for this curriculum. In my opinion, our books should include more reading text and more listening because reading and commenting on a text is one of the best ways of acquiring a new language. While reading students can see use of the words and then they can use some of them easily. So we should change the books. Not what we should teach. Free curriculum can cause a mess both for the students and for the teachers.

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1. The first difficulty is to encourage students to speak English because some of them are shy and some are not interested in such activities. So it is difficult to control the class. Also, each student has no same interest. Time is another point. When I want to give speaking tasks to each student, time is mostly not enough.
2. First of all, we should be in a positive situation while correcting errors. We should use our facial expressions and body language is also beneficial. Moreover, we can want them to repeat what they have said. Thus, we can help them to understand their mistakes. On the other hand, we can just say the right one, and we can tell them what part they should change.
3. I think we can follow the curriculum but it is not possible so much. A unit is mostly for one month. However, when we look at the unit words or grammar topics, to deal with the unit in one month is hard. So it is not important to finish all the curriculum. The important thing is to deal with all the basic points by concreting them for the students. Finally, we as teachers and our students become better.

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1-There are many problems that we encounter while doing a speaking activity. First and most important one of them is that the students' lack of exposure to the target language so they don't have idea about how to use the language in a spoken environment.They also lack great amount of input to be able to use the language accurately.

2-We should correct students' errors in a way that they don't feel insecure about making mistakes.There are many error correction methods that we can choose according to the sutiation.Also we should keep in mind that there is no best error correction method.

3-I think the curriculum is good enough for the students and the problem is not the curriculum itself, the problem is about being able to encourage students for the lesson. Once they are engaged in the activities and tasks willingly they will start to improve.

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1. The biggest difficulty can be crowded classrooms. Because of the high number of the students, teachers may not be able to listen to all of the students. Another problem is students' fear of making an error. It prevents the students from attending the speaking activities actively.

2. If our focus is on fluency, we should take notes about the errors and wait till the end of the speech or the lesson. If the focus is on accuracy, we should give an immediate feedback. We can use some methods like self/peer correction, recast, clarification, etc.

3.If we could change the curriculum freely, our students would be better. Every student's interest or need is different. Preparing a lesson plan based on those would attract the students more.

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Reflections questions for first PLC FETULLAH KARTAL

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Reflections questions for first PLC FETULLAH KARTAL

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1-We can have so many problems as teachers while doing a speaking activity. First of all, having limited time is one of them. We don't have enough time to make all students speak. Second of all, students are lack motivation. They are questioning why they are learning English. Most of the time, for them speaking English is so hard. Thirdly, the students are afraid of making mistakes. They think that if they make a mistake, their friends will laugh.

2-In speaking activities, we should use different corrective feedback. If we focus on accuracy, we should correct the students immediately. If we focus on fluency, we may take notes, and we can correct them later. Also, our correction style should depend on our students. Because of that, we should ask them how they want to be corrected.

3- If we change the curriculum freely, we may have better students. However, all of the students have the same high entrance exam. While we are doing something, we should consider that. We cannot change just the curriculum. We should also change how to evaluate students. Now, I have 8th graders, and I feel like I should teach them just the Turkish meaning of the word because I know that they need to know the meaning of the word to understand the texts in the exam.

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1.  There are problems with time, motivation, knowledge and laziness. Students do not allocate time for the repetition of sounds. Most of them can not remember what was taught and what they learned. This is beacuse they don't seem to like English lessons.  And also they think English is 'unnecessary'. 3 or 4 hours per week also is not enough to make speaking lessons when we have to process our curricula. We should also consider that most of them learn English just for the exam.
2. We must correct the errors by telling to the students in an encouraging way after they speak. Also we can assign them with a tape recording about their errors they have made. After this, the students will check his/her recording and find his/her errors and probably not do the same mistakes again.
3. Probably, yes. Every place, city, village has its own aura. We can determine student's interests and plan the lessons according to these.

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1. I guess it is the motivation. Usually, my students are not eager to speak English in the classroom. They think that speaking English is something that they will never need in their lives. Plus, even if they want to speak, we don’t have enough time for speaking activities in our classes. Because we have a really high number of students in our classes.

2. To correct errors in speaking we can actually make students self-correct themselves. So we can use techniques like micro teaching or peer correction.

3. Yeah, why not? In some of my classes, students are not really good at English. So I think it would better if I had the opportunity to change the curriculum to their needs.

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1.Most students don't want to talk or make that kind of effort when I do speech activity in my class. Or they are afraid to talk or have trouble finding the right words. If one student start talking with difficulty when the other student mocks him , he stops speaking directly. Since students have less vocabulary , they can also abstain from speaking events.
2.If my students makes a mistake during the conversations, we can use my body language to make him notice or we can repeat his mistake. I can wait for my student to finish his speech and correct his mistakes at the end of the speech. I think it is an effective way to talk to them in a soft tone and politely when the students make a mistake.
3.Even if we change the curriculum , I don't think it will work unless we as a teacher wipe out students' biases against learning language . I understand that my students here are having difficulties because English is the third language they have encountered.

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Reflection Questions for 1st PLC

1. Unfortunately, there is not enough time for a speaking activity in my classes. Because of the education system in Turkey, we can’t focus on four skills. Even if I tried it, most of the students don’t want to participate and the most important reason is that they lack of knowledge. That is why they can’t produce a sentence on their own. Also they are too shy when it comes to a speaking activity. They are afraid of making mistakes and act unwillingly which makes me very sad and it is so disappointing. Before an activity, I give them some phrases and make them memorize the vocabulary they will use. Some of the successful students try to do their best but that is not enough of course. At the end of the day we all give up doing that. Rewarding and encouraging them with things can be a good way but with my students that doesn’t work well. Still, in my fifth year, I try to explain them how important learning a language is and have benefits for them if they think having a job or not in the future.

2. I don’t think that we should correct their mistakes during their speech unless it’s a huge mistake or will may be permanent in the future. There are many ways to correct and one of them is to help them realize their mistakes by using gestures which I use sometimes. The other one is To give choices them to choose the correct one. Also taking notes of their mistakes and giving them feedback after the activity is a good way.

3. Yes, in some ways changing it would be better. I sometimes add or remove some words or some grammar points according to the circumstances and my children. Some topics or words are not suitable for them. I consider their daily lives , where and how they live, then I decide to change some of them. Not every place or student in Turkey have the same necessities. This should be the first thing to realize and taking action comes next. We all want  them to improve their four skills. But at the end of the 8th year they have an “important” exam. We are focusing on vocabulary, phrases and grammer they should memorize. The system is forcing them and us unfortunately. If we are expecting them good things and better speaking or other skills we should change this system working now. Changing just the curriculum or small parts in it is enough.

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1. First of all, My students don't want to know why they are learning English, because they don't have a goal in their lide academically. So, they think that where will I use English in my life? It is really hard to change and also students don't study enough.

2.I think it depends on students level and age. First, we need to ask how they want to be corrected by teacher. As a high school teacher, I am using recasts, clarification requests and metalinguistic feedback, so students feel more comfortable. We also need to correct errors as much as possible before erors turn to their corrects that are wrong. I sometimes make mistakes on purpose to let them find it. By using this way, students notice that everybody can make mistakes even teachers, it feels them better.

3. As a low- level high school teacher, it is really hard to follow curriculum , In my opinion, curriculum needs to be changeable for students level. Because we have a curriculum strictly, but that doesn't help to my students. They don't even know what is subject or verb. When students see the book, they feel discouraged. If we can change the curriculum according to students level, that would be better for their desire to learn.

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There isn’t enough time to do speaking activities with all students in the class. Sometimes we can’t do any activities. Because they shy and don’t want to speak. This is because of the lack of knowledge. We know it but it is not about now, it is about the past.

2.
We can do it with our mimics and our tone of voice when it neccessary immediately. We shouldn’t do it everytime. because they will want it always if we do it.

3.
I don’t think so. Because free curriculum can cause the ambiguity in class. So diversity of curriculum can be more. It is against to equality.

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What are the difficulties when doing speaking activity in your classes?

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What are the difficulties when doing speaking activity in your classes?

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- Well, my students don’t study enough actually. For example; they don’t recall the words of the unit or the activity. So, they cannot produce the sentences or phrases. Another thing is that they’re not always interested or they get bored while doing the activity. As a teacher, I become in comfortable with that situation.

How should we correct errors in speaking activities?

-We should first make a distinction between error and mistake. Then, if the error is about fluency, we can correct it implicitly and after the task. But if that error is related to accuracy, and it happens over and over again, we should correct it immediately because there can be long term effect of that error.

If we change the curriculum freely in our classes, will we have better students?

- curriculum is based on theories. If we don’t apply the theories, there is no meaning. Theories and applying them are connected. So, first we need to be the best of our job. We should be a good example for the students. In this way, our free curriculum takes place with our effective implementation.

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1. Firstly, students have lack of confidence and motivation in speaking English. They are afraid of doing mistake and they don't think they can express their toughts effectively.
Students have lack of grammar and vocabulary so they can not speak accurately. When they make mistake, they don't want to speak anymore.
2. We should correct students' errors in a gentle way because we shouldn't angry with them . We shouldn't correct all mistake while they are speaking. We can collect their errors for later and tell them.
3. Yes, we will have better students. We don't have enough time for four skills. English teaching should base both productive and receptive skills. If we teach them only grammar and how they will answer the multiple choice questions, we can not expect them to speak.

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1) Speaking is the hardest skill among the integrated skills. It is also a productive skill and to be able to do a speaking activity, students' English level should be intermediate at least. So, when I do a speaking activity, I generally have 2 or 3 participants at the class. The main reason is their level I guess. Also, even their level is enough to speak up, they are sometimes too shy to raise finger.
2) Well, in order not to interrupt the students, we should wait until the student finish his/her speech. Because, in speaking activities fluency is significant. After the speech, we can correct the students' errors in a gentle way, and also give them some feedback.
3) Curriculum should be prepared professionally. So, we can't change it freely. But, we can add and take out some activities from curriculum by pointing out students' good and weak sides. We can focus on the students' weak sides to develop them.

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1.Many students are embrassed. They don't want to do speaking activity. They have prejudices about the English lesson. Many students do not have enough knowledge.

2.During speech activity, clarification can be used for error correction.

Word repetition activities can be done. The teacher should approach the students gently. Error corrections should not be made while speaking. Errror corrections should be made after the talk is over.

3. We need more class hours per week.I would create environments where students would be exposed to more languages. I would practice multiple intelligence activities. Every student is special.

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1- First obstacle of students , they are afraid of speaking English because they are not willing to learn English, they don't know what kind of connection with the social life. When they learn this connection, they will willing to learn English. We should find suitable subject for their attention. Second obstacle is lack of knowledge grammar and word.

2- Speaking activity is one of the difficult activity in the classroom because all of students are not same level. Directly or ındirectly we should teach the errors to the students, We can use recording tools  because after he or she will listen, what did I say ? Thanks to this activity , they can learn the errors.

3 Cirriculum changing is not enough, fırst of all , we should change the books style, we should make different materials, we should create a classroom to teach English , when students come to the classroom, they should say " I have to speak English this classroom" . this is main point.

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1) Students are not willing to speak English in the class. Sometimes they are shy when they speak, sometimes they just do not want to express themselves.
2)We should not correct them immediately.
3)Yes, the curriculum should be organized again.

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1)When I am doing a speaking activity in my classes ,students are afraid of making mistakes while they are speaking.On the other hand, some students  don't want to speak because they are shy.They are  afraid of making pronunciation mistakes.In addiction that they don't want  to learn English.They think that learning English  is unneccessary and silly.They also hate and scare English.

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1)When I am doing a speaking activity in my classes ,students are afraid of making mistakes while they are speaking.On the other hand, some students  don't want to speak because they are shy.They are  afraid of making pronunciation mistakes.In addiction that they don't want  to learn English.They think that learning English  is unneccessary and silly.They also hate and scare English.

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2)We shouldn't interrupt while students are speaking. If we interrupt their sentences, it may cause shyness.We don't have to correct errors immediately.We should take notes about errors.
3)If we had a chance  to change  the curriculum,we will have successful students because  we prepare curriculum based on student's needs,interests and daily routines.

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1-The first problem is that students background knowledge. When they lack certain skills and vocabulary knowledge it is hard to implement a speaking activity. Other than this problem, the class hours are not enough to cover the curriculum, let alone the skills such as speaking. Another difficulty could be the students' tendency to speak their native language during a speaking activity.

2-Error correction should be gentle. We shouldn't correct errors while the student is speaking, though we should give immediate feedback after the student stops speaking. There are some methods to correct errors and we should choose the best ones for our students.

3-I don't think changing the curriculum would make a huge difference, although I think the curriculum should allow us to use integrated skills more.

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1. Difficulties I face while doing speaking activities in my classes generally stem from pronunciation. They try to pronounce words in ways they remember better but have nothing to do with the way the language is spoken, and even after I correct them numerous times the number of students that actually try to correct themselves are few and far in between. Another difficulty I face is, while one student is speaking other students get bored and lose track of the topic. After a certain point it gets difficult to redirect their focus on what was said by their peers.

2. I believe we should correct the mistakes of our students according to the context of the situation. İf the mistake is huge I believe explicitly correcting them then and there is better before it gets out of hand. Aside from this, if they make small mistakes I believe it's better to have them find their mistakes themselves and coercing them in the right direction is better then handing them everything on a plater.

3. I think changing curriculum freely in our classes will yield better results.

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1. English class can be challenging or enjoyable for students. In my class, most of the students hate or scare English. Because they think English is not a beneficial language for them. Mostly, students ask why English people do not learn our language. They are prejudiced about learning English. Moreover, the language structure is different in terms of grammar,pronounciation, etc. In this case,  students think that it is impossible to speak in English.

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1. English class can be challenging or enjoyable for students. In my class, most of the students hate or scare English. Because they think English is not a beneficial language for them. Mostly, students ask why English people do not learn our language. They are prejudiced about learning English. Moreover, the language structure is different in terms of grammar,pronounciation, etc. In this case,  students think that it is impossible to speak in English.

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2. Error correction is an important issue in terms of teaching speaking skills. When students try to speak English, we should not interrupt their sentences. Because it causes shyness and disencouragement. Error correction should be done gently. Immediate correction can have negative impact on students as far as I observed. Maybe, while correcting them, we can give them options to find the correct one.
3. Unfortunately, our education system is based on exams like LGS or TYT. In this case, our aim is to prepare students exams. If I have a chance to change the curriculum freely in my classes, I prepare a syllabus based on my students' needs and interests. Also, there should be enough time to apply my syllabus.

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1-What are the difficulties when doing a speaking activity

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1-What are the difficulties when doing a speaking activity

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Limited knowledge of students about words. They can feel embrassed in case make mistakes.

2-How should we correct errors in speaking activities ?
Mistakes are usually corrected immediately when the aim of the stage of the lesson is to promote accuracy, particularly during the drilling of the target language and during guided practice. Attention to mistakes in these stages improves the chances of correct use of language later, while mistakes made during less-guided practice often indicate that the teacher has not dealt effectively with mistakes at the accuracy stage. When the aim is fluency, however, less intrusive, ‘gentle’ or delayed correction techniques are required in order not to damage either the flow of the activity or the confidence of the learners.
3 - If we change the curriculum freely in our classes, will we have better students?
I think yes we can supply more effectively language learning area because each school or society need different traning needs. Therefore, teachers have the chance to determine the needs and prepare a program according to level.

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1.Lack of vocabulary,Lack of motivation and lack of practicing.
2.Gentl way; Pointing at the correct language or repeating what students say.
3.It can be enhance and refresh the students' mind. Students can take part in sports, dramatics and dancing more. But,ıt is not possible to set short-term and long-term goals without fixed curriculum. Especially, Lack of Pre-planning can adversely be affect the teaching and learning.

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Doing a speaking activity is the most challenging task in the classroom. There are several reasons such as students' inadequate grammatical backgrounds, lack of interest to the topic or not having enough time to do speaking activities. In my experience, students tend to speak in Turkish during a speaking task because they don't have sufficient grammatical knowledge. The other reasons is that they are afraid of making mistakes and being laughed at. In addition to these, speaking activities require more time and effort compared to teaching grammar or vocabulary. There are at least 15 students in a classroom, so a 40 minute period isn't enough to let every student to speak and correct their mistakes. Error correction is an important component of the learning process. So, it should be done carefully and gently. We shouldn't immediately correct the errors in a speaking activity because it will have a negative impact on the students. They won't be able to speak freely next time. To assess and involve every student to speaking activities we'll need more time and freedom. Beacuse our system is based on the exams like LGS or TYT. We can't be good at exams and teaching how to speak at the same time. To sum up, if we can change the curriculum according to students' needs, then we my have a chance to teach English.

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REFLECTION FOR 1ST PLC

We had different topics in the first PLC meeting like problems in our classes, solutions to these problems and error correction.

First of all, we can start with the speaking difficulties of students. Students think that making mistake is the worst thing in the world. They are afraid of speaking in class so much. They think that other students will mock at them. When we start to speak English in class, all students look at me with fearful eyes. They try to hide themselves. Some of them try to say something about topic by showing courage. Generally, students have no self-reliance and so they don´t want to speak in activities.

Actually, students are right about this topic because the system based on just exams. In this situation, lessons are full of grammatical rules, vocabularies, sentences, writings and so on. They can improve themselves in these areas but it is not enough. They need something different like speaking. Education is not just  grammaticals rules,writings. They should have all features of a language;listening,writing, speaking etc. If they have the taste of speaking, they will want to speak more. Self confidence will show itself. If they understand that they can do some good things in speaking, they won´t have fear of making mistake and others jokes about speaking errors. The most important thing they need is courage. We should encourage them.

Lastly, students may make mistakes in speaking activities like all of us did. When a student made an error, we should warn him or her politely, not a rude way. We  don´t want to keep student apart from speaking so being polite is the best way. We can correct errors by repeating what they said, body language or facial expressions like raising eyebrows. We can ask other students what is wrong. After we say the point that he/she made mistake, we can give him/her extra time to think. And, we can also give one more chance to correct his/her error on his/her own.

I hope we will achieve something about speaking.

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1.In the classroom they act shy when it comes to speak. When they do the other activities easily, speaking activities always give them anxiety. They sometimes may have the fear that their peers make fun of them or laugh at them. When they mispronoun a word, they dont want to attend the other activities. But mostly they are afraid of making mistakes as far as I observed.
2.As we mentioned it in the PLC meeting, it is mostly based on the type of the activity. If we work on accuracy, we absolutely correct their errors, or maybe we give them chance to correct their peers. We should never warn a student saying "No, you are wrong! "  we can give them options, or repeating the word correctly may be the right way.
3.I think system changes or curriculum changes take lots of time to get used to. But if we use a correct way including more speaking activities, or integrated skills, in time students get more confortable in the classroom. When the students dont have an exam anxiety, they only learn the language to communicate, they finally will understand that language learning is an important part for our lives, especially in social one. The system and curriculum push the students memorize all they learn, because they know if they dont memorize them, they will fail the exams. So I reckon that especially language learning should not be based on memorizing or passing the exams.

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The main reason of students' not having conversation in English is all about content of the topic. If the content is suitable and interesting for learners it gets easier to let them speak for example mid school students love talking about games that they play.  Also background is really important so teacher should give examples of the talk so that while students imitating teacher it goes on with independent speaking. First we let students to speak dependently on a topic then we can expect them to speak spontaneously.

Errors shouldnt be corrected since they are dreadful. I mean even a native speaker can make huge mistakes but it can be tolarated. The fault is the first step of starting to speak in my personal opinion.

Of course we are dependent on the curriculum but as a teacher at middle school I change it according to my students needs and it gets better. Perhaps a little bit of flexiblety could be better for different types of classrooms.

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1.When some teachers and learners complain about difficulties in speaking,
they are often talking about pronunciation. The amount of attention given
to the teaching of pronunciation in language courses varies considerably,
partly as a result of the teacher’s attitude to error and the learners’
language learning goals.Pronunciation difficulties for most learners are the result of differences
between the sound system of their first language and the sound system of
the second language.
Some learners possessed
adequate language skills, but had not received enough encouragement
to speak in a classroom. When they were taken out of the classroom
for short periods of time with one or two other learners and given lots of
encouragement to speak, they were soon speaking a lot. After several sessions
of such speaking, they seemed more willing to contribute to speaking
in the larger class.
2.Some practices can involve listening to the sounds, distinguishing the
sounds, copying the teacher making the sound in easy syllables (consonant
plus vowel), looking at the teacher’s mouth to see the position of the
tongue, teeth and lips, and getting some simple explanation and feedback
from the teacher.
3.Yes, in Finland, every school has a right to create or change their curriculums on their own needs.