analysing interaction in the second language classroom. van lier, 1984
TRANSCRIPT
CLASSROOM INTERACTION
Van Lier, L. (1984). Analysing interaction in second language classrooms. ELT Journal, 38(3), 160-169.
KEY NOTIONS
turn-taking
learner initiative
repair & correction
THE SECOND LANGUAGE CLASSROOM
Is the classroom “a world of its own”
OR
should language classrooms resemble real-life?
What’s this a picture of? Abdul?
Hacksaw.
A hacksaw, yes a hacksaw.
How many people are talking? Elly? How many people?
Two people.
Yes, that’s right. Two people.
TURN-TAKING
T: I’m fine thanks and you? Can you say that? I’m fine thanks and you?
L: Er, I’m fine too.
T: OK can you just repeat that sentence, I’m fine thanks and you?
L: Er ((unintelligible))
T: ((unintelligible)) just repeat that sentence, I’m fine thanks and you
L: I’m fine thanks and you.
ACTIVITY FRAMES
T: “repeat after me”
L: “answer the question appropriately”
LEARNER INTIATIVE
rights of communication
rotating dyads
speak when spoken to
only teacher can direct speakership creatively
INTERACTION & CORRECTION
4 types of interaction
other-correction versus self-correction
SELF-CORRECTION
other-correction is not so much an alternative to self-correction ... but rather a device for dealing with those who are still learning ... it is in that sense only a transitional usage whose supersession by self-correction is continuously awaited (Schegloff et al., 1977)
TEACHERS SHOULD ...
study the turn-taking patterns, the interplay between topic and activity orientations, and the way participants repair and correct their own and each others’ utterances (van Lier, 1984)