scholarly journals Classroom Interaction and Communication Strategies in Learning English as a Foreign Language

2004 ◽  
Vol 1 (1-2) ◽  
pp. 127-139 ◽  
Author(s):  
Mateja Dagarin
Keyword(s):  
Foreign Language ◽  
Everyday Life ◽  
Interaction Analysis ◽  
Communication Strategies ◽  
Classroom Interaction ◽  
Final Part ◽  
Classroom Teachers ◽  
Language Classroom ◽  
Foreign Speakers ◽  
Interaction Skills

The article focuses on the development of interaction in a foreign language classroom. Teachers can help students to develop their interaction skills and students themselves can apply various strategies to become effective communicators in a foreign language. Firstly, different teacher and student roles are presented. Secondly, different classroom organisation types for encouraging interaction among different participants in the classroom are described. Next, Flander’s Interaction Analysis Categories (FIAC) and Byrne’s model for classroom interaction are given as two models upon which to analyse classroom interaction and plan activities for developing it. In the final part some communication strategies are described and exemplified in detail. If all the techniques and strategies are put into practice, one can expect an improvement in classroom interaction and furthermore in everyday-life situations when students communicate with foreign speakers.

Deployment of the formulaic utterance “how about∼” in task-based second language classroom discussions

2021 ◽  
Vol 18 (4) ◽  
pp. 425-446
Author(s):  
David Aline ◽  
Yuri Hosoda
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Fine Grained ◽  
Japanese Learners Of English ◽  
Language Classroom ◽  
Alternative Procedures ◽  
Japanese Learners

Abstract Formulaic speech has long been of interest in studies of second language learning and pragmatic use as production and comprehension of formulaic utterances requires less processing and production effort and, therefore, allows for greater fluency. This study scrutinizes the sequential positions and actions of one formulaic utterance “how about∼” from the participants’ perspective. This conversation analytic study offers a fine-grained microanalysis of student interaction during classroom peer discussion activities. The data consist of over 54 h of video-recorded classroom interaction. Analysis revealed several positions and actions of “how about∼” as it occurs during peer discussions by Japanese learners of English. Emerging from analysis was a focus on how learners deploy this formulaic utterance to achieve various actions within sequences of interaction. Analysis revealed that participants used “how about∼” for (a) explicitly selecting next speaker, (b) shifting topics, (c) proposing a solution, and (d) suggesting alternative procedures. Although the formula was deployed to perform these four different actions, consistent throughout all instances was the disclosure of learner orientation to the progressivity of the task interaction. The findings show how language learners deploy this formulaic utterance in discussion tasks designed for language learning and highlights the pragmatic functions of this phrase.

scholarly journals Pluricentriciteit in het DaF-onderwijs : Duitse, Oostenrijkse en Zwitserse varianten van het Duits in lesmateriaal

2021 ◽  
Vol 59 (1) ◽  
pp. 25-49
Author(s):  
Juliane Schopf ◽  
Beate Weidner
Keyword(s):  
Foreign Language ◽  
Everyday Life ◽  
Native Speakers ◽  
Geographical Region ◽  
Teaching Material ◽  
Everyday Talk ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
German Speaking ◽  
German Speaking Country

Abstract Foreign language didactics is committed to teach the variety of language that is actually used in everyday life. In this article, we study possibilities of working with authentic German dialogues in teaching contexts of German as a Foreign Language. By focusing on regional and national varieties of German in Germany, Austria and Switzerland, we examine current textbooks that claim to follow a pluricentric approach and show how they deal with the fact that spoken German is not a homogenous variety. The analysis of the teaching material reveals the problems, that working with artificial dialogues entail under a pluricentric perspective, including phonetics, prosody, lexis, grammatical and interactional structures. Thus, we plead for the use of authentic dialogues in order to create awareness for a pluricentric view on language among students of German as a Foreign Language. Especially for learners, who plan to spend time in a German-speaking country, the work with authentic dialogues from a certain geographical region can have a highly motivating effect as they learn to understand native speakers in their everyday talk. To this end, we present a database that provides audio material in the different national varieties of spoken German, which can be used for didactic purposes in the foreign language classroom.SamenvattingDe vreemdetalendidactiek streeft ernaar om die taalvariëteit aan te leren die in het alledaagse leven wordt gebruikt. In dit artikel gaan we na welke mogelijkheden er zijn om met authentieke Duitse dialogen te werken in een onderwijscontext van het Duits als Vreemde Taal. Met een focus op de regionale en nationale variëteiten van het Duits in Duitsland, Oostenrijk en Zwitserland onderzoeken we recente tekstboeken die een pluricentrische benadering beweren te volgen en we laten zien hoe ze omgaan met het feit dat gesproken Duits geen homogene variëteit is. De analyse van het onderwijsmateriaal brengt enkele problemen aan het licht die het werken met artificiële dialogen vanuit een polycentrisch perspectief met zich meebrengt, waaronder fonetiek, prosodie, woordenschat, grammaticale en interactieve structuren. We pleiten dus voor het gebruik van authentieke dialogen om studenten Duits als Vreemde Taal bewust te maken van een pluricentrische kijk op taal. In het bijzonder voor leerders die van plan zijn om enige tijd in een Duitstalig land door te brengen, kan het werken met authentieke dialogen uit een welbepaalde geografische regio bijzonder motiverend zijn omdat ze zo de alledaagse taal van native speakers leren begrijpen. We stellen ook een database voor waar audiomateriaal in verschillende nationale varieteiten van gesproken Duits te vinden is, dat voor didactische doeleinden kan worden gebruikt in de vreemde talenklas.

scholarly journals TRACING NATIVE TEACHER TALK AND CLASSROOM INTERACTION IN EFL CONTEXT

2020 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Jihan Aisah Kirahla ◽  
Peptia Asrining Tyas
Keyword(s):  
Foreign Language ◽  
Research Design ◽  
Learning Process ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Efl Context ◽  
Young Learners ◽  
Language Classroom ◽  
Interview Guide ◽  
The Way

Since teacher talk is a necessary input for the students in an EFL (English as a Foreign Language) classroom, the objectives of this study are analyzing the categories of teacher talk and the classroom interaction in young learners’ classroom at reputable English Courses in Malang. This study used descriptive qualitative as the research design by using an observation sheets and an interview guide as the instruments. Besides, the researcher recorded the audio for every meeting. The result shows that, the teacher talk used in the classroom has been classified as direct teacher talk covering informing something, giving directions, and justifying students’ authority. For the classroom interaction in the class, it was found that the way students responded to their teacher’s talk was by individually. Further, it was found that direct teacher talk was implemented in the learning process and the implementations of this teacher talk were also connected with the way the students respond to their teacher talk

Negotiating knowledge bases in pedagogical discourse: relevance of identities to language classroom interactions

2015 ◽  
Vol 35 (5) ◽  
Author(s):  
Yo-An Lee
Keyword(s):  
Conversation Analysis ◽  
Personal Experience ◽  
Native Speakers ◽  
Classroom Interaction ◽  
Knowledge Bases ◽  
Multiple Identities ◽  
Target Language ◽  
Classroom Teachers ◽  
Pedagogical Discourse ◽  
Language Classroom

AbstractIdentities are about how people position themselves in their social surroundings individually and collectively. Research in applied linguistics shows how identities seem multifaceted, emergent, and constantly changing. The present study finds its analytic resources in conversation analysis (CA) and describes how access to particular knowledge can make different identities relevant in the contingent choices during real-time classroom interaction. Based on transcribed questioning sequences taken from English as a Second Language (ESL) classroom, the analysis demonstrates the intricate negotiation between classroom teachers and their non-native students in determining what knowledge is relevant among multiple possibilities. What underlies these sequences is the work of managing asymmetries in the knowledge base between teachers and their students as they come to terms with various competing knowledge bases, whether about content knowledge, target language, or personal experience. The findings suggest that participants deploy a far greater variety of identities than the pre-set categories of native/non-native speakers and that the presence of multiple identities is a central analytic resource as it shows the process by which the participants establish the relevant knowledge bases for the task at hand.

scholarly journals The Effect of Anxiety and Classroom Interaction on English Speaking Performance

ELT-Lectura ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 19-25
Author(s):  
Fachrukrozie Kodri
Keyword(s):  
Foreign Language ◽  
Random Sampling ◽  
Classroom Interaction ◽  
Simple Random Sampling ◽  
High Anxiety ◽  
Language Classroom ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Performance ◽  
Experimental Group

This experimental study aims to investigate the effect of anxiety and classroom interaction on English speaking performance. This research was conducted in Perbanas Institute-Jakarta involving 32 students who were selected using simple random sampling. Using Foreign Language Classroom Anxiety Scale (FLCAS), 16 students were identified as students with high anxiety and 16 other students were grouped as students with low anxiety. Then, in practicing speaking skill, a combination of  students with low and high anxiety  were regrouped into  the controlled group which was dominated by lecturer-learners interaction and experimental group which was dominated by learner-learners interaction.  Using 2 X 2 two-way anova, the data was analysed. The findings revealed that: first, the anxiety influenced the English speaking performance; second, the classroom interaction affected English speaking performance; however, there was no interaction between anxiety and classroom interaction on English speaking performance.

scholarly journals An Analysis of Teacher and Student Conversation in EFL Classroom Interaction by Using Foreign Language Interaction Analysis System in Class XI at SMK Negeri 1 Singaraja Academic Year 2017/2018

2018 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
A.N.P. Dewi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Video Camera ◽  
Interview Guide ◽  
Question Category ◽  
System 2 ◽  
Analysis System ◽  
Teaching Learning

This study aimed at 1) find out classroom interaction categories by using FLINT that exist during English teaching learning process in class XI at SMK N 1 Singaraja using FLINT system. 2) Identifying categories of classroom interaction by using FLINT which are the most and least frequently occurs during the teaching-learning process in class XI at SMK Negeri1 Singaraja 3) discovering the reasons of the interaction during the teaching-learning process in class XI at SMK Negeri 1 Singaraja. This research was a descriptive study by using qualitative approach. There was one class as a sample for this research. The data were collected based on the instruments such as research observation, interview guide, video camera and note-taking . The results of the study show that, 1) two categories of foreign language interaction (FLINT) analysis system all categories of FLINT are occurred during learning process in XI B in SMK N 1 Singaraja, 2) The most frequently occurred of interaction category during three times observation was ‘ask question’ category.it appeared 121 times in the first meeting, 72 times in the second meeting, and 60 times in the third meeting. The total frequency of asking question was 253 or 24,5% 3) the reason of the occurrence of ‘ask question’ category is the difficulty of the students in learning and the students need teacher’s guidance. 

scholarly journals Classroom Interaction Patterns in EFL Task- Based Classroom

2018 ◽  
Vol 3 (2) ◽  
pp. 186
Author(s):  
Bobi Arisandi
Keyword(s):  
Foreign Language ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Interaction Patterns ◽  
Study Program ◽  
English As Foreign Language ◽  
The Third ◽  
Language Classroom ◽  
Based Instruction ◽  
Task Based Instruction

The research was conducted to find out the interaction pattern that emerged when lecturer used Task-Based Instruction in EFL (English as a Foreign Language) classroom at the third semester of English Study Program of Sekolah Tinggi Keguruan and Ilmu Pendidikan Muhammadiyah Kotabumi-Lampung. Researcher used third semester of speaking class students as the participants. The data was taken by using three instruments which were classroom observation, questionnaire and interview. The research was qualitative research. The result of this study revealed a conclusion.  There were two kinds of interaction in the classroom during the use of Task-Based Instruction. The interactions that emerged were student-lecturer interaction and student-student interaction. The finding of this research can be beneficial as suggestions in two following area; theoretical and practical. In the theoretical area, this research can be useful for enriching the existing theory of classroom interaction, especially for teaching English as Foreign Language in Indonesia. On practical area, this research can be useful for lecturer to broaden the understanding toward classroom interaction and researcher for further research on classroom interaction.

scholarly journals Performance for Introverts?

2019 ◽  
Vol XIII (2) ◽  
pp. 139-156
Author(s):  
Silja Weber
Keyword(s):  
Foreign Language ◽  
Social Space ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Student Agency ◽  
Social Spaces ◽  
Analytic Methods ◽  
Language Classroom ◽  
Foreign Language Classroom

A common preconception about performance in the foreign language classroom sees performance as geared towards extroverts: students who readily contribute to verbal classroom interaction in any case. If true, this claim would be particularly problematic when advocating not only for the integration of isolated instances of performance, but for a fundamentally performance-based approach to language teaching. Such an approach would then further widen the gap between those participants who are more and those who are less comfortable in underdefined social spaces. This article draws on data from a larger study on FL classroom interaction and student agency during performance activities in intermediate German classes. Conversation analytic methods are used to trace how participation for one very reticent student evolves over the course of an intensive summer class. The development happens during extended performance activities with a Teacher-in-Role (TiR) strategy, and in particular due to the initiative of his classmates to shape a welcoming social space. They offer a range of carefully crafted participation openings, and the quiet student responds and later initiates conversational moves on his own. This case study provides discourse based, micro-analytic support for previous claims about the benefits of performance for class dynamics and participation.

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