Second and Foreign Language Learning Through Classroom Interaction

2000 ◽  
Author(s):  
Joan Kelly Hall
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Interaction ◽  
Foreign Language Learning

Kommunikation und "Kommunikation" im Schulischen Fremdsprachen -Unterricht

1983 ◽  
Vol 16 (2) ◽  
pp. 122-149
Author(s):  
Henning Bolte
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Classroom Interaction ◽  
Foreign Language Learning ◽  
Target Language ◽  
Conversational Analysis ◽  
Functional Perspective ◽  
Response Formats ◽  
Teaching Learning

The article deals with the relationship between verbal communication as a teaching objective and as a medium of teaching/learning. This relationship is of special interest for foreign language teaching/ learning aiming at ccmnunicative competence in spoken language. The article enters into the question in which ways teaching/learning ob-jects are constituted in the course of ongoing interaction, how acti-vities with regard to such objects are stimulated and steered, and what kinds of activities are defined by the participants themselves as LEARNING or count for them as such. Psycholinguistic input-(in-take) output models are being argued against, because classroom learning is not simply characterized by ready-made prestructured in-put and predetermined output, but both have first to be constituted through some strategic form of social interaction. Two examples of foreign language learning in the classroom are pre-sented: first of an EFL lesson, where the distortion of target langu-age function potential is demonstrated and the "staged" production of language prof iciency within a pedagogic interaction pattern is shown; and second of a German FL lesson, where a grammatical item is focussed and exercised. The sequence is an example of rigorous reali-zation of the I(nitiation)-R(esponse)-E(valuation) pattern as the ba-sic pattern of sequential organization in the classroom. It clearly shows how LEARNING is defined/executed as standardized response for-mats and "conditioned" chains of I-R-pairs. Many of the performed linguistic deviations(of the target language)seem due to interaction mechanisms rather than to general principles of language development. Conversational analysis of teaching-learning discourse shows that learning is not merely to be considered as a direct conventionalized consequence of ( initiating ) teaching ( acts ). On the one hand the inter-action pattern is merely a framework wherein "inner" mental processes are evoked and organized, which can manifest themselves in various forms. On the other hand there is a strong tendency for the teacher to control the entire learning process and to make expected outcomes collectively significant and thus for the learner a tendency mainly to adjust to prefabricated response formats, which at the same time serve as evidence for didactically intended cognitions. Hence, the stronger the predetermination and imposing of LEARNING by the teach-er, the more learning tends to become a mere guessing game and pure-ly mechanical. The restrictions of traditional classrooms are obvious from these examples: restrictions with regard to the experience of functional potential of the target language and with regard to the embedding of focussed learning-items into a functional perspective. These re-strictions have to be changed in order to enable learners to parti-cipate in problem-constitution, to bring in own perceptions of con-cepts/problems and to bring in own problem-solving strategies as systematic parts of language development and as systematic parts of official classroom discourse, i.e. as objects of active mutual indication and interpretation. Conversational analysis can be an important tool for the study of such "alternative" structuring of classroom interaction and its con-tribution to a more learner-centered and functionally oriented (foreign)language LEARNING.

Correctief Handelen Door De Leerkracht Tijdens De Engelse Les

1994 ◽  
Vol 50 ◽  
pp. 99-110 ◽  
Author(s):  
Peter Edelenbos ◽  
Kim Sauter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Primary Schools ◽  
English Language ◽  
Classroom Interaction ◽  
Foreign Language Learning ◽  
Small Contribution ◽  
Language Classes ◽  
New Material ◽  
Point Of Departure

This paper describes a study the corrective discourse used by teachers during English language classes at Dutch primary schools. Two observational instruments were used to determine (a) at which points during the intructional interaction children are corrected, and (b) the types of corrective discourse used. The results obtained in this study show that a 6.8% of classroom interaction is devoted to the teacher's corrective discourse. Corrective discourse was found to occur mainly during homework revision, revision exercises, elaboration of new material, guided classwork and revision of exercises done individually. Teachers tended to use elaborate combinations of corrective types and features. Often, learners were encouraged in different ways to correct their own errors. Sometimes, however, teachers merely provided the correct answer. The results presented are a small contribution to our knowledge of error correction in foreign language learning. The instrumentation used in this study could be used as a point of departure for further research.

scholarly journals A Importância da interação no ensino e aprendizado de línguas estrangeiras

2021 ◽  
Vol 20 (01) ◽  
Author(s):  
ALLAN CORDEIRO
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Second Life ◽  
Classroom Environment ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Human Machine Interaction ◽  
Learning And Teaching

ABSTRACT   This paper examines the implications of interaction in foreign language learning and foreign language teaching. It intends to contribute to the discussion about the importance of interaction in and out of the classroom. Two papers were chosen to support the work on similar topics. The Task-based Language Teaching (TBLT) is presented alongside Stephen Krashen’s hypothesis as well as the Input Hypothesis. Analyses and observations are exposed to both papers. The concept of interaction and its relevance in learning foreign languages followed by the importance of tasks in the interactional process will be addressed. Paiva’s ecological relation and how she relates it with the classroom environment and Jauregi’s interactional analysis will also be presented. Lastly, the work considers the human-machine interaction and the digitalization of language learning and teaching. Jauregi’s research on Second Life interactions is also analysed alongside the importance of blended learning. The analysis confirms the importance of interaction in learning foreign languages. It is the essence of communication which is the primary function of languages.     KEYWORDS: Foreign language learning. Classroom interaction. Task-based Language Teaching.

scholarly journals ON ORAL ATTAINMENT IN A FOREIGN LANGUAGE

2019 ◽  
Vol 19 ◽  
pp. 117-133
Author(s):  
Magdalena Pospieszyńska-Wojtkowiak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Interaction ◽  
Reliability And Validity ◽  
Foreign Language Learning ◽  
Oral Communication ◽  
Whole Process ◽  
Main Determinants ◽  
Teaching Programs ◽  
Oral Skills

The article is devoted to oral attainment in a foreign language. It revises the term speaking, and explains its difficult role, yet fundamental both in teaching and in learning. Although oral communication is not easy to success in, it is, inevitably, one of the main determinants of students’ achievements in a classroom situation. The article presents what happens during a typical classroom interaction situation, emphasizing the cooperation between the speaker and the listener, quoting Grice’s (1975) four maxims governing the cooperation in communication, namely, the maxim of quantity, quality, relation and manner. Then, various features, factors and functions related to speaking are enumerated, underlining the difficult role of speaking in the whole process of foreign language learning. According to Common European Framework (Council of Europe 2001), all the features of spoken language, also mediating and interaction, are important in designing speaking tasks/tests, setting the assessment criteria, establishing and organizing principles and curricula for the teaching programs. The last section of the article is devoted to assessing oral skills, hence different approaches and scales are presented as examples, together with a brief explanation of the constructs of reliability and validity is speaking assessment. Special reliability and validity procedures have to be employed by test designers in order to obtain objectivity of the scores.

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