ERIC Document Numbers: ED 247 744 or FL 014 406 55 pages
ERIC DOCUMENT DATA
Descriptors:
Classroom Techniques; Conversational Language Courses;
English (Second Language); Flow Charts; Language Proficiency; Logical Thinking; Masters Theses; Oral Language; Responses; Second Language Instruction; Teaching Methods
Abstract:
A description of the use of flowcharts in
teaching students of English as a second language (ESL) to
"map" dialogue for conversation begins with a review of the
literature concerning the flowchart form and content.
Conversational form and logic and the discourse chart
designed by Mohr and adapted for this study are discussed.
The classroom activity plan used with this flowchart model
at the University of Kansas Applied English Center is
outlined. Five steps are suggested to lead students
gradually from initial encounter with the discourse chart to
the ability to converse logically without direct reference
to the chart. The first step is to introduce the Mohr chart
and develop familiarity with it. The second step involves
plotting sample dialogues on the chart. The third step,
accomplished by student pairs, is to develop a conversation
from a topic and sequence provided by the teacher, using the
chart. The fourth step is a flashcard exercise using groups
of three or more students, in which on student holds up
flashcards containing directions to students creating a
conversation. The final step begins with a brief lecture in
which the teacher explains the rules of conversation,
implicit in the chart, and students pair off to create
conversations according to directions given them. The
dialogues are recorded for evaluation. Specific materials,
techniques, sources for topics and transcribed classroom
conversations are provided as illustrations. A conversation
grading chart and a sample flowchart are also included.
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