Presentation Framework

INTERACTION
1) DEFINITION 2) THEORIES 5) COMPARING CHILD & ADULT 3) TEACHER - STUDENT

4) STUDENT - STUDENT

8) INTERACTION VS ACQUISITON

6) INTERACTION STRATEGIES

7) OVERCOME ERRORS & MISTAKES

1) Definition
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Interaction - a kind of action that occurs as two or more objects have an effect upon one another. - a two-way effect is essential in the concept of interaction unlike one-way causal effect. - Interaction refers to communication between individuals, particularly when they are negotiating meaning in order to prevent a breakdown in communication (Ellis, 1999). SpeakingAcquisition - requires meaningful interaction in the target language. Natural communication not on forms but messages that is being conveyed and understood - first stages of learning when a response is established. - in classical conditioning, the period of time when the stimulus comes to evoke the conditioned response.

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2) Models/ Hypotheses/ Theories

Longs / Interactive Hypothesis y Swains Output Hypothesis y Schumann Acculturation Model y Social Constructivist Theory - ZPD (Vygotsky)
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3)Teacher Student Interaction

The student-teacher interaction is a consenting relationship based upon trust y Proactive Management by the teacher y Having An Interesting Day by the student y Influence: 1)Student gender 2) Academic standing 3) Style of communication of the teacher
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Questions by teacher: Display Q Scaffolding Open Q & Close Q Wait Time

Case Studies Wubbles, Creton, and Hooymayers (1992) - teacher behavior is "mapped with the help of a proximity dimension (Cooperation-Opposition) & an influence dimension (Domination-Submission)
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Levy and Wubbles (1992) - pertains to "who is controlling the communication" Pollard (1982) - has applied the concept of "coping strategy" to analyze the interaction between teachers and students. - the source of initiation of the interaction in the classroom is student or teacher Ramirez (1988) also has investigated pupil-initiated versus teacher-initiated exchanges.

FYI
Data collection on Teacher y Academic instruction y Motivation y Evaluation y Classroom management Data collection on Student y Teacher-initiated: student utterances directly induced by, and addressed to, the teacher y Student-initiated: spontaneous student utterances addressed to the teacher

4) Student Student Interaction

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Students develop higher-level thinking skills when scaffolding occurs with an adult expert or with a peer of higher capabilities (Stone, 1998). Piaget believes that students discard their ideas when paired with an adult or student of more expertise (Piaget, 1928).

Case Studies - are done on peer cooperation learning and peer

Barnard, 2002; Pica, 1998; Swain, Brooks & Toralli-Beller, 2002 tutoring. - findings: students can obtain benefits from their peers by negotiating meanings or receiving scaffolding information. Holton & Clark, 2006 - Reciprocal scaffolding : a method that involves a group of two or more collaboratively working together. - the group can learn from each other's experiences and knowledge

5) Comparing Adult / Child Interaction(Kowal Interaction(Kowal & Swain, 1994)

Children y Similar to L1 learning y Imitate, receive corrections, copy predictable routines, figure out meanings from context, and then permute and recombine what they have learned y Fascinated and engage with learning fun, new, different y Benefit from pair work
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Adult y adults like to learn when it makes a difference in their lives intrinsic reasons y Feedback & negotiation for meaning. y Usually make word errors, factual errors, syntactic errors and discourse errors y Usually do self-repair (self-correction).
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6) Interaction strategies
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TEACHER - STUDENT Structure based Communicative based STUDENT STUDENT Task based (A & B) FFI Interactive tasks may be most successful when they contain elements that - Are new or unfamiliar to the participants; - Require learners to exchange information with their partners or group members; - Have a specific outcome; - Involve details; - Center on a problem, especially an ethical one, such as deciding in a small group who should take the last spot in a lifeboat, a nuclear physicist or a pregnant woman; - Involve the use of naturally occurring conversation and narrative discourse. (Ellis, 2000)

7) Errors and mistakes during Interaction

8) Views of Interaction VS acquisition

Conclusion
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Schimdt language for variety purposes: communication convey info, thoughts, feelings, desires, intentions to establish and maintain human relationships, gain sympathy & support, carry on conversation trivial & serious, obtain goods, services & getting things done

Lets put on our thinking caps

In what ways have interaction assists language learning & vice versa? y With the advancement of technology, interaction is not only limited to oral production. What do you think? Can technologically aided interaction join the bandwagon? y How can we overcome the teacher-whotalks-too-much syndrome? y What should we do with students who refuse to speak in L2 but understands it?
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Any Questions