Speakers: Alexandra Butnaru & Lucian Livinschi


1. What is interaction? 2. Interactive principles 3. Roles of the interactive teacher 4. Foreign Language Interaction (FLINT) 5. Questioning strategies for interactive learning 6. Categories of questions 7. Beware of the following 8. Terms to go 9. Watch and learn: “FRIENDS are great! 10. Useful web resources 11. Bibliography

“Exploitation” of language elasticity .

Interlanguage 4.2. Communicative Competence 5. Intrinsic Motivation 3. Strategic Investment 1. The Language Culture Connection . Automaticity 6. Risk-taking 7.

what language they use • Can predict responses • Important for successful techniques . when they should speak 3. what students do 2.• In charge of everything that happens in the classroom • Controls : 1.

The force of Metaphors .

well-organized.•Similar to the conductor of an orchestra or play •Qualities: comfortable leading a group. a strong stage presence. flexible •Enables students to engage in reallife drama of improvisation . a great motivator and communicator.

identifies and uses students abilities •Gives freedom to each person •Focuses on objectives . courses •Structures segments of classroom time •Observes. modules.•Plans lessons.

finds shortcuts. negotiates rough terrain •Makes learning easier •Helps students find their pathway to success .•Clear away roadblocks.

more of a provider •Allow students participate in class and proceed with their own linguistic development .•Students ask for guidance and advice •Less of a manager.

•Gives you a framework for evaluating and improving your own teaching •Helps set an interactive learning climate . •Can calculate the wisdom of certain choices.•Can calculate how much time devoted on each category.

Indirect influence: •Deals with feelings •Praises or encourages •Uses ideas of students •Asks questions Direct influence: •Gives information •Gives directions •Criticizes student behaviour .

Direct Influence: Student response specific Student response. open-ended. non-work-oriented Laughter Use of native language Nonverbal . work-oriented Confusion . or student-initiated Silence Silence –AV Confusion.

•Teacher questions provide students with opportunities to find out what they think by hearing what they say. • Teacher questions give immediate feedback. • Display questions vs. referential questions • Teacher questions can serve to initiate a chain reaction of student interaction among themselves. .•Teacher questions give students the opportunity to produce language comfortably without having to risk initiating language themselves.

•Knowledge questions • Comprehension questions • Evaluation questions • Application questions • Synthesis questions • Inference questions • Analysis questions .

•Vague questions that are worded in abstract or ambiguous language •Questions stated in a language that is too complex. •Too many rhetorical questions. . well-planned sequence. • A question that insults students’ intelligence by being so obvious that students will think it’s too silly.• Too much time spent on questions. •Random questions that don’t fall into a logical.

•Interaction •Roles of the teacher •FLINT •Teacher talk •Student talk •Display questions •Referential questions .

DON’T s DOs .

cambridge.scielo.co/scielo.edpsycinteractive.php/teachers/teachingtips/item/96-teachingtip04 • Developing Oral Skills through Communicative and Interactive Tasks: http://www.org.html .• Cambridge University Press: http://interactive.org/materials/tchlrnmd.php?pid=S165707902005000100008&script=sci_arttext • A TRANSACTIONAL MODEL OF THE TEACHING/LEARNING PROCESS: http://www.org/index.

•Brown. 1980). pp. 164-176 . An Interactive Approach to Language Pedagogy” (New York: Longman. H. Teaching by Principles. Douglas.

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