Classroom Interaction and Language Output

Wang, Qiaoying; Castro, Carolyn D.

doi:10.5539/elt.v3n2p175

Cited by 30 publications

(32 citation statements)

References 16 publications

(20 reference statements)

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“…Thus, the Interaction Hypothesis suggests that interaction between a non-native speaker and a native speaker or among non-native speakers creates acute second/foreign language acquisition environment where learners learn through negotiation of meaning. Furthermore, research has shown that input alone is not as effective as interactional modified input in helping language teaching and learning (Ellis & Fotos, 1999;Gass & Varonis, 1994;Wang & Castro, 2010). Thus, the Interaction Hypothesis plays a central role in learning through conversational interaction on improving language learners' speaking skills.…”

Section: B Long's (1981) Interaction Hypothesismentioning

confidence: 99%

The Role of Learner-learner Interaction in the Development of Speaking Skills

Saeed

Khaksari

Eng

et al. 2016

TPLS

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Abstract-The present study investigated the role of learner-learner interaction in the development of speaking skills of 52 international postgraduate students who enrolled in an intensive English course at the language center at Universiti Utara Malaysia (UUM) after they failed in English Language Placement Test (ELPT) at the point of entry to the university. A quantitative research method was employed to examine the role of learner-learner interaction in the development of speaking skill of the language learners. The speaking skill of the participants was assessed before and immediately after the English course and, questionnaire was distributed among the participants to get a deeper insight about the role of learner-learner interaction in enhancing their speaking skill. The data gained were analysed through SPSS version 16.0 and were presented in the form of descriptive statistics which include percentages. Findings of the study indicated that learnerlearner interaction played a significant role in the classroom since students were able to improve their speaking skill in the classroom atmosphere. The analysis also confirmed notable concern over employing learner-learner interaction instructions in the developing of speaking skill. The pedagogical implications of the findings suggested the need to include communicative language teaching materials which help language learners practise language in the hope of improving their speaking abilities through the interactions that take place among language learners in the classroom.

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Section: B Long's (1981) Interaction Hypothesismentioning

confidence: 99%

The Role of Learner-learner Interaction in the Development of Speaking Skills

Saeed

Khaksari

Eng

et al. 2016

TPLS

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“…More evidence can be found in many empirical studies for the linking role of interaction (Long, 1983b;Krashen, 1985;Ellis, 1994;Mackey, 1999;Gass, 2003;Mackey, 2006;Wang & Carolyn, 2010).…”

Section: Research On Interaction and Language Output In Foreign Countmentioning

confidence: 99%

Effects of Negotiated Interaction on Mongolian-nationality EFL Learners’ Spoken Output

Li¹

2012

ELT

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The present study examines the effect of negotiated interaction on Mongolian-nationality EFL learners' spoken production, focusing on the teacher-learner interaction in a story-telling task. The study supports the hypothesis that interaction plays a facilitating role in language development for learners. Quantitative analysis shows that Mongolian learners gained significant improvement on language accuracy and fluency. The interaction offered occasions for phonological, syntactical as well as semantic language development for individual learners. However, how far these occasions may serve as a facilitating tool for language development depended on the learners' response in the interaction and their uptake in subsequent language production. The analysis also shows that Mongolian learners drew their attention to meaning prior to language forms in dealing with input and output. Their performance was not so much determined by their present language proficiency level, but rather by their L1 background (Mongolian), L2 (Chinese) and negotiation types they engaged in.

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“…Ellis (2008), Littlewood & Yu (2011) andMusumeci(1996 support that teacher talk provides planned or semi-structured language input for the students. Therefore, many scholars concur with this apparently logical notion that teachers should provide the students with as much target language input as possible if foreign language acquisition is to occur (see Ahmadi &Panahadeh, 2016;Bahrani, 2013;Ellis, 1994;Duff & Polio, 1994;Krashen, 1982;Littlewood & Yu, 2011;Tang, 2011;Turnbull, 2001;Wang, 2010;Yaqubi&Pouromid, 2013).…”

Section: Introductionmentioning

confidence: 98%

An Analysis of Language Input in EFL Classrooms at Junior High Schools in Padang

Zainil¹

2019

Proceedings of the Sixth of International Conference on English Language and Teaching (ICOELT 2018)

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This research-based paper presents the investigation on 1) the realization of verbal classroom interaction, 2) teacher language use and 3) teacher"s perception on their language choice in classroom interaction. Employing a qualitative research design and case study approach, the data for this study were collected through classroom observations and stimulated recall interviews with teachers. The data were collected in a classroom context where the participants were English teachers and their students at the junior high schools in Padang. The analysis showed very diverse patterns of target language use among teachers, and revealed that Bahasa Minang/Bahasa Indonesia and English were used in complex ways. The findings revealed that all of the teacher switch code from the target language to mother tongue; however, sometimes these teachers did not realize when, and why they codeswitch. In addition, the findings also showed that the teacher mostly adopted a role as controller in the classroom as they frequently led the flow of interaction. This complex picture of language use in the classroom needs to be better understood in order to improve the language-teaching curriculum. Language Input in EFL ClassroomRecent research on second language/foreign language acquisition demonstrated that teacher talk as linguistic input influences the learners" language competence (

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Classroom Interaction and Language Output

Cited by 30 publications

References 16 publications

The Role of Learner-learner Interaction in the Development of Speaking Skills

The Role of Learner-learner Interaction in the Development of Speaking Skills

Effects of Negotiated Interaction on Mongolian-nationality EFL Learners’ Spoken Output

An Analysis of Language Input in EFL Classrooms at Junior High Schools in Padang

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