The Second Language Classroom Modes by Senior English Teacher at XYZ English Course in Surabaya

This study is intended to find out the pedagogic goals, interactional features, and L2 classroom modes appeared in the fourth graders' English classroom taught by senior English teacher. Conducting this study, I apply Walsh's (2006, 2011) SETT (Self-Evaluation of Teacher Talk) framework. The data was collected for two meetings. The findings of this study show that among 18 pedagogic goals, 16 of them appeared. Moreover, all of 14 interactional features and all of four modes appeared in this study.Among the four modes, managerial mode was the most frequent mode (54.54%). In conclusion, the teacher could make the class interactive because she allowed learners to formulate responses for seconds so that learners could contribute more. Moreover, the teacher rarely completed learners' contribution and corrected learners' mistakes directly so that the learners might feel confident to contribute in the activities

Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence

The language choices that teachers make in the language classroom have been found to influence the opportunities for learning given to learners (Seedhouse, 2004; Walsh, 2012; Waring, 2009, 2011). The present study expands on research addressing learner-initiated contributions (Garton, 2012; Jacknick, 2011; Waring, Reddington, & Tadic, 2016; Yataganbaba & Yıldırım, 2016) by demonstrating that opportunities for participation and learning can be promoted when teachers allow learners to expand and finish their overlapped turns. Audio recordings of lessons portraying language classroom interaction from three teachers in an adult foreign language classroom (EFL) setting were analyzed and discussed through conversation analysis (CA) methodology. Findings suggest that when teachers are able to navigate overlapping talk in such a way that provides interactional space for learners to complete their contributions, they demonstrate classroom interactional competence (Sert, 2015; Walsh, 2006). The present study contributes to the literature by addressing interactional features that increase interactional space, and an approach to teacher and learner talk that highlights CA’s methodological advantages in capturing the interactional nuances of classroom discourse

Own-language use in ELT: exploring global practices and attitudes

In this research paper Graham Hall and Guy Cook explore teacher attitudes to own-language use in the classroom. They conducted a global survey and interviews with practising teachers. They found evidence of widespread own-language use within ELT, and suggest that teachers’ attitudes towards own-language use, and their classroom practices, are more complex than usually acknowledged. The findings also suggest that there is a potential gap between mainstream ELT literature and teachers’ practices on the ground

Factors contributing to effective language laboratory use in New Zealand tertiary institutes : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Japanese at Massey University

This study focuses on how language laboratories in New Zealand tertiary institutes can be used more effectively. The language laboratory is an excellent tool of learning which can be used to aid the development of both listening and speaking skills as well as a range of competency skills. Clear guidelines for use and management of this complex equipment with focus on full integration with classroom language teaching are not currently available to users of the language laboratory. The issues are: Our ability to use the language laboratory to its full extent Our ability to effectively manage the language laboratory Our ability to keep pace with the changing nature of language teaching Our awareness of the value of the language laboratory as a learning aid. The importance of the language laboratory to our teaching programmes Self-paced student-centred learning versus teacher control Discussion of the above with particular emphasis on training, preparation of materials, organisation and management, and integration with the classroom, help provide basic guidelines for improved language laboratory use and a basis for future research and debate

F-R-O-N-T: 5 ways to make ‘exploring’ (in an ESL classroom) a shared adventure, rather than a disembodied barrage

Combining cooperative learning strategies, storytelling-as-a-performance-art skills, and public speaking fundamentals can make “Exploring” (in an ESL classroom) a shared adventure, rather than a disembodied barrage (resulting from misused tools. Audience analysis when applied to a classroom of students helps instructors to accurately target initial and ongoing needs, so that “change for the better” becomes a healthy habit. All too often language instructors face non-responsive students. There are reasons, other than “this group just seems to be that way,” for such behavior. Employing some simple techniques could turn your classroom into a fun-filled adventure. This paper puts forth the FRONT approach to engage students, rather than to repel them (or, worse yet, to accept apathy), within the classroom. Framing, then Painting; Reactive and Proactive; Own, Don’t Moan; No Techno Babble; and Tales – when applied in YOUR classroom - will lead to students wanting to return and participate. Developing such a win-win learning situation helps everyone to come out in FRONT in (second) language acquisition efforts

Increasing willingness to communicate among English as a Foreign Language (EFL) students : effective teaching strategies

This article looks at English as a Foreign Language (EFL) learners’ willingness to communicate (WTC) as one of the predictors of their participation in classroom activities and L2 use in the classroom. A review of the literature highlights the potential role of teachers’ discourse and interaction strategies as one of the causes of learners’ WTC. Through reviewing the relevant literature and by deriving some insights into the relationship between language teacher talk and learners’ opportunity to participate, we suggest ways in which teachers can intervene in their patterns of teacher-learner interaction to provide their learners with ample opportunities to volunteer ideas and to participate more in classroom activities

Sinking or swimming in the New Zealand mainstream: Four young Asian learners in a new languaculture

New Zealand schools are increasingly diverse in terms of language and culture, and many immigrant school children are faced with the ‘languacultural’ (Agar, 1994) challenge of learning not only a new language but a new culture of learning – to learn new classroom interaction skills (Barnard, 2005) as a route from Basic Interpersonal Communication Skills to Cognitive Academic Language Proficiency (Cummins 1981, 2000). This paper explores the challenges by referring to four young Asian learners in an upper primary school classroom (Barnard 2002, 2003, 2007). Brief profiles of each of these children are given and then transcript data of their classroom interactions are presented and interpreted. In conclusion, questions are raised about the respective responsibilities of teachers and school and parents and students, to ensure that new immigrant learners swim rather than sink in the mainstrea

First language in the classroom: the forbidden fruit?

Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)Over the past years, the use of students’ first language (L1) in the classroom has been a highly discussed topic in the EFL classroom as well as in the field of second language (L2) teaching/learning research. There is a tendency that advocates communicative language teaching which suggests that L1 use should forbidden in the classroom. However, research has yet to discover whether L1 use has a positive or negative impact on L2 learning. Hence, the present study aimed to examine L1 functions and the impact of L1 use on L2 development. The present study was conducted in a private school in Santiago, Chile. The participants of this study (N = 34) were engaged in two collaborative writing tasks about the book they were reading in their English literature classes, and their discussions were audio-recorded and later analyzed. A quasi-experimental method was utilized in order to observe the influence that group work had on their L2 vocabulary development. The results demonstrated that the students’ L1 played a major role in their interaction while together working on the collaborative tasks, and it served for the development of L2 vocabulary. Specifically, the results suggest that the way in which individual learners contributed to interaction affected their learning outcomes.En los últimos años, el uso de la primera lengua de los estudiantes ha sido un tema altamente discutido en las salas de clases y en la investigación de la enseñanza de inglés como Lengua Extranjera. Existe una tendencia general de prohibir el uso de la primera lengua, sin embargo, aún existen vacíos sobre la influencia positiva o negativa que esta podría tener en el aprendizaje de vocabulario. El presente estudio se realizó en una escuela privada en Santiago, Chile. El propósito del mismo fue observar las funciones que cumplía la lengua nativa en la interacción de los estudiantes y cómo esto afectaba al desarrollo de la segunda lengua en alumnos de octavo básico con alto nivel de inglés. Los participantes de este estudio fueron involucrados en dos actividades de escritura colaborativa sobre el libro que estaban leyendo en las clases de literatura inglesa, donde sus discusiones fueron grabadas en audio y luego analizadas. Se utilizó un método cuasi experimental para observar la influencia que tuvieron sus discusiones grupales –utilizando su primera lengua—en el desarrollo del vocabulario en la segunda lengua. Se aplicaron evaluaciones pre y post con el fin de tener un registro del desarrollo del vocabulario de los estudiantes y las funciones que la lengua materna cumplió fueron codificadas como sugirieron DiCamilla y Antón (2012). Los resultados demostraron que la lengua materna de los estudiantes jugó un rol mayor en su interacción mientras desarrollaban en conjunto actividades colaboración, y sirvió para el desarrollo del vocabulario de la segunda lengua. Más aun, los resultados sugieren que la forma en la que alumnos contribuyeron individualmente en las discusiones afectó los resultados en sus aprendizajes