Analysing language classrooms through classroom interaction

Abstract

This research study focuses on teacher-student and student-student interaction, which are considered very important aspects of classroom life. There has been a growth of interest in the analysis of teacher language and interaction in language classrooms and many (e.g. Ellis, 1994; Tsui, 2001) believe that classroom interaction is one of the major variables affecting SLA in formal settings. This study aims to give some insight into classroom interaction and how this interaction shapes L2 learning and teaching in Turkey and England. Systematic classroom observation along with the field notes taken to record observations is the main research method in this study used to describe and examine interaction patterns and to measure learner production in secondary classes in Turkey and England. The participants are foreign language teachers and non-native speaking students. Over a month, more than 50 lessons were observed in the secondary schools in both Turkey and England at two levels (13-14 and 14-15 year age group). In Turkey, English classes were observed whereas in England, the observation was conducted in German and French classes. English is taught as a foreign language in Turkey; German and French are also taught as a foreign language in England. The findings of this research study are expected to provide a better understanding of instructional practices and procedures in L2 classrooms. The results of this research study, however, should be seen as suggestive rather than conclusive since they are derived from a relatively small sample.

A Case Study of Chinese Students Learning Thai as a Foreign Language: Flanders Interaction Analysis Category System

“…As a result of their dominant role, teachers neither adequately organize pair nor group learning opportunities (Gündüz, 2014). This even reduces opportunities for students to interact among themselves.…”

“…Regarding opportunities for students, Afrin (2018) and Gündüz (2014) found that the content of students' talk was mostly to answer the teacher's questions, not to ask or answer voluntarily.…”

“…This is considered normal as teachers have the power to distribute learning opportunities for students because of their institutional status (Hall, 1997) as well as their identities (Jeanjaroonsri, 2018). However, according to Afrin (2018) and Gündüz (2014), teachers' dominant speech in a language classroom can negatively affect students' language learning results. In addition to the high quantity of talk, the high percentage Steady State Ratio (83.69%) also reflects that the teacher kept lecturing for a long time.…”