Interaction

beyond communicative methodology

Learners should engage in L2 tasks designed to maximise opportunities for good interaction.

Chapelle, 1998

Intrinsically motivated learners or self-regulated learners are more effective learners because the locus of control is internalised.

Vandergrift, 2008

networked multimedia environments provide opportunities for asynchronous and synchronous dialogue in which meaning can be negotiated in modes other than written or printed text. The interactions between and among learners… enhance the “learning as knowledge” process.

Warshauer, 2000

• language learning is an interpretive process, requiring a transfer of control to the learner.

• teaching practices should be based on negotiation with learners.

• teachers should self-monitor and reflect upon their practices.

Benson and Voller, 1997

The appraisal system

• novelty/familiarity • pleasantness • goal significance • coping potential • self/social image

Factors that support engagement

Immediacy behaviours

(Gorham, 1988; many others, across cultures; Rocca, 2004, Pogue & AhYun, 2006)

What can we do to increase learner engagement in meaningful

interaction?