Transcript 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
“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)

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
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
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
The main disadvantages ….
1.
2.
3.
4.
5.
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
Pedagogical arguments for groupwork
(Long & Porter 1985)
1.
2.
3.
4.
5.
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)
Psycholinguistic arguments for gw:
(Long & Porter 1985)
1.
2.
3.
4.
5.
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
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)
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?
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
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
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
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
Research and further reading