ERIC Number: EJ1071843
Record Type: Journal
Publication Date: 2015-Aug
Abstractor: As Provided
Reference Count: 31
Assessing Learning Opportunities in EFL Classroom Interaction: What Can Conversation Analysis Tell Us?
RELC Journal: A Journal of Language Teaching and Research, v46 n2 p115-129 Aug 2015
The present paper seeks to assess the opportunities for learner involvement and negotiation of meaning that teachers provide in the unfolding interaction in an EFL setting. Classroom data from a Chilean EFL setting were collected in order to assess how teachers deploy a number of interactional features when managing contingent learner turns. The analysis of the interaction was carried out under a conversational analysis framework, which is suited to illuminate local classroom discourse. Analysis of the interaction showed that a number of interactional features were found to influence the quality and amount of negotiation of meaning and learner involvement. The data also suggest that instances for negotiation of meaning can be nurtured and prompted by the teacher, and that their absence can be explained to some extent by a misuse of the interactional features that teachers have at their disposal. It is suggested that teachers should be more aware of the local, dynamic and context-sensitive aspects of their interaction with learners in order to make moment-by-moment decisions that will likely increase negotiation of meaning and opportunities for learning.
Descriptors: English (Second Language), Second Language Learning, Discourse Analysis, Foreign Countries, Interaction, Decision Making, Second Language Instruction, Classroom Communication, Error Correction, Scaffolding (Teaching Technique), Feedback (Response), Oral Language, Language Proficiency, Higher Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Chile