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€come less panicipaDl in lhis type of activiiy". [Saanislawzyk.
1976: 21. this Faly what happe$ h@ iD lhjs experlbeol; at lhis
staSe the students arc l€ss proiicient so the t€ach€r has more control
b. Di!.Nio inititrd by thc lnlde t
'Ite soucc of lhe lopic of discusion this tim is the
so.deolr rlpns€lv.s. Ary on-goilg lesson @ b. the sowc€ of
dilsuasion i.e. a problem or ev€nr. Fo. exmple, lhe strdents may
ask for the neaDirg of sn uDkrowl wdd. Th€ ie4her dl€n
Edirecls the problerh ro the class who wil, eirhtr in group or
individua[y, think ir ov6 aDd then repo<strong>rt</strong> bact ao rest ofthe cla*s or
t achcr, This typc apptis alnost !o eve<strong>rt</strong> lessor in thjs uoir
In regards to the purpose of disculsior! th€ followine
fonns bave fieqEDtly been us€d: -
. DiscNirg ih. gEn€El !|e. rg of a rext (pasage or
drilosle). This is Budly dom anEr the silenl readi,g s in
lesson [5, 1.2 p.18, in the come book ofthe old iextbook]. ft
can also bc don€ afrer s€lf-study activitie.s 6s in the "reala"
at the eid of each unir lebcn the shd.nls bave ro read rlE
passag€ al hoDc and th€n discus n iD 6e class lh. En
Di!.<strong>tt</strong>seiry r s!'eitic point, qBtioa cvcn! or issur Elated
to tbe lesson uda study. For ex4lc, tbc snd€d! Ey
inquiE about a ce<strong>rt</strong>ain trEanilg or a granm.tical pornt ss in
typ€ (1.2 discussion lrMtion€d $ove). Mosr if not aI lcsrors
in the sMy 6jr lead l}€bs.lvs !o rhis ryF of djscu$ion.
Dis.Nirg rD isue in re3potrs€ to ! quGtion by de
te&hs; this iciu€ @ b€ rclei"nt to tbe r.aching lessor Thjs
qu€srion can b€ ei<strong>tt</strong>trr a displayihg ot l.Ierczr,a/ quesrion.
'Ite fo.bff is a qEstion the l@hs loows tbe dswer wlile