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Classroom Interaction

Classroom Interaction. Desmond Thomas, MA TESOL ELLT1. Structure of this talk. Part 1: the main issues to consider Part 2: practical classroom problems Part 3: practical classroom solutions Part 4: research into classroom interaction. Classroom Interaction Modes: Lockstep.

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Classroom Interaction

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  1. Classroom Interaction Desmond Thomas, MA TESOL ELLT1

  2. Structure of this talk • Part 1: the main issues to consider • Part 2: practical classroom problems • Part 3: practical classroom solutions • Part 4: research into classroom interaction

  3. Classroom Interaction Modes: Lockstep • “The class grouping where all the students are working with the teacher, where all students are ‘locked into’ the same rhythm and pace … • “The traditional teaching situation …. Where a teacher-controlled session is taking place” (J.Harmer, The Practice of ELT)

  4. Advantages of Lockstep • All the students are focusing on one task • A comforting and familiar mode of learning • The teacher feels she is in control in an orderly class and many learners appreciate this – not to mention parents, school directors and the class in the next room

  5. Disadvantages of lockstep • The teachers talks and talks • Student talk is greatly reduced • Students are forced to work at the same pace – a problem in mixed ability classes • No variety of interaction patterns: T initiates, Ss respond and T gives feedback • The quality of language is limited. For example, students ask few questions

  6. Groupwork and pairwork • Does not mean small groupings of students performing in front of a larger group (although this can be useful follow-up to ‘real’ gw/pw. • Means division of the class into smaller units all working simultaneously on the same or different tasks

  7. The main disadvantages …. • Potential for noise and confusion • Potential for loss of control by the teacher • Problems of group dynamics • Perceptions of some learners that they cannot learn exposed to an ‘inferior model’ • Expectations of some learners, teachers and schools in certain cultures where this approach seems inappropriate

  8. Pedagogical arguments for groupwork (Long & Porter 1985) • Increase in the quantity of language practice • Increase in the quality of language practice • Supports individualization of learning • Helps create a positive atmosphere • Increases student motivation (See L&Porter article for more details)

  9. Psycholinguistic arguments for gw: (Long & Porter 1985) • Learners offer each other genuine communicative practice opportunities, including the negotiation of meaning that is believed to help SLA • The variety of practice is greater (eg the range of language functions) • However, students perform as accurately as in lockstep • More comprehensible input is made available via groupwork: the more learners receive, the faster they learn • Frequency of correction and completion is higher than in lockstep

  10. Van Lier’s AAA Curriculum & Interaction • Awareness: focusing attention • Autonomy: self-regulation, depth of processing, motivation • Authenticity: language use in life • The ‘Centrality of Interaction’ (Van Lier, L. 1996, Interaction in the Language Curriculum, Longman)

  11. Groupwork or pairwork? • Pairwork: telephone conversations, transactions in shops, banks, airports • Groupwork: discussions, social situations such as introducing people to each other CAN YOU ADD TO THESE LISTS?

  12. GW and PW for Mixed Ability Classes • Gives the class flexibility to work on different things and at a different pace. (but this is hard to manage!) • Can allow use of L1. (But does this create dependence and destroy self-confidence?) • Remedial tasks for weaker students: recycling texts, language, even tasks.(But should these be extras or carried out while stonger sts are racing ahead?) • One text, many levels. Example: a dictation heavily gapped for stronger sts, lightly gapped for weaker. Weaker then help stronger when they are checking. • Self-access for faster and slower learners and ongoing project work

  13. Group dynamics: why do some groups work while others do not? • The problem of mixed language levels • The problem of social & cultural norms • The problem of the gender divide • The problem of dominant individuals • The problem of leadership • The problem of competition vs collaboration

  14. More classroom-related problems • Control vs lack of control • Time management for the teacher • Teacher vs learner attitudes • Predictability vs unpredictability • Participation vs lack of participation • The teacher cannot monitor everything

  15. Some classroom solutions • Cooperative learning (Jacobs & Hall) • Jigsaw and information gap activities • Group games (competitive or collaborative) • Group project work • Assessment of group activities along with assessment of individual performance • Peer assessment within groups

  16. Research and further reading

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