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ERIC Number: EJ1047013
Record Type: Journal
Publication Date: 2014-Dec
Pages: 15
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0033-6882
Interaction and Uptake in Large Foreign Language Classrooms
Ekembe, Eric Enongene
RELC Journal: A Journal of Language Teaching and Research, v45 n3 p237-251 Dec 2014
Inteaction determines and affects the conditions of language acquisition especially in contexts where exposure to the target language is limited. This is believed to be successful only within the context of small classes (Chavez, 2009). This paper examines learners' progress resulting from interaction in large classes. Using pre-, post-, and delayed post-test, results from two groups of participants (n = 78 and 83) involved in the study do not show any significant difference at post- and delayed post-test. The study, therefore, rejects the argument that class size constrains interaction and instead argues that the durability of knowledge gained from interaction appears to have a stronger correlation with type of interaction, learners' previous learning styles, proficiency, and the wider context of learning. The paper also argues that teacher-led interaction is not only possible with low proficiency, but could lead to outcomes which actually define the purpose for which language is learnt.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cameroon