The Interactional

Approaches to Language
Presentation

Concepts •
•
Language
Approach

The Interactional •
•
Language Learning
Language Teaching
Approaches • Teacher and Learners involvement

Factors affecting
• Individual characteristics
language teaching and • Learning setting Characteristics
Learning

Conclusion • Reflection question

References
Prominent References on Linguistics
Richards, J. C., & Rodgers, T. S. (1995). Approaches
and Methods in language Teaching. Cambridge:
CUP.
Sapir, E. (1921). Language: An Introduction to the
Study of Speech. Harcourt: Brace and Company.

Chomsky, N. (1957). Syntactic Structures.

Crystal, D. (2003). The Cambridge Encyclopedia of

the English Language. Cambridge: CUP.
Key Concepts

a p ure ly huma n
a nd n on-
i nst inc t ive
Language is, met hod of
above all, the c o mmun ic a ti ng
i dea s, e mo ti ons
means of a nd de s ire s by
information me ans o f
exchange . vo lunt a rily
p ro duc e d
What is symbo ls .

la ngua ge c an
Langua (S a p ir, 1921) .

b e c o nsi dere d
as a vehi cl e or a ge? a set of
sentences,
c ha nne l t hrough each finite in
whi ch a sp e a ke r length and
tra ns mi ts hi s constructed
me ss age – b e i t a b ehavi o ur
de si re s, wis hes , whic h ut ili zes out of a finite
t houghts , b ody p a rts s uch set of
a nxie t ie s, a s voc al elements
a p p a ra t us and
c o mma ndme nts ,
t he a udi tory (Chomsky,
e tc . – to his o r 1957)
her inte rloc utor. system fo r ora l
la ngua ge a nd t he
vis ua l sys te m for
si gn la ngua ge , a ll
of whic h a re
c on tro lle d by the
b rai n to exe c ute
the i r func ti on s
Key concepts “a set of
correlative approaches (also
assumptions, known as theories
beliefsIn
ormore confinedof Language)
theoretical views it provide
words, is what the axioms
people
about the nature of think
andatheoretical
subject
language and is and what
framework that
it
language learning entails.
may motivate and
serving as basis for lead to the use of a
the practice of particular teaching
language method of
teaching”(Richards Language.
& Rodgers, 1995).

What is
Approac
h?
The three theoretical views about Language

Interactional
approaches
• Dominant since
Functionalist the 1980s
Approaches • Language is
• From 1930s - “a vehicle for
1960s by British realization of
applied linguists: interpersonal
Harold Palmer relations and
Structural and A.S. Hornsby for the
Approaches • Language is “a performance
• Predominant in the (19th)
• Language is a system vehicle for the of social
of structurally related expression of transactions
elements for the functional
coding of meaning, between
grammar meaning
The Interactional Vew about Language

The British applied

The target language linguists developed
learning is learning to Communicative
initiate and maintain L anguage Teaching
conversations with other (CLT) approach to
people, that’s, learning foreign or second
language means language learning, as a
learning to reaction away from
communicate. . grammar-based
approaches.
Language
The communicative
competence is the
knowing language only goal of language
means performance learning. The ability
to use the language
or being able to correctly and
communicate; L anguage is “a vehicle appropriately to
for realization of accomplish
interpersonal communication goals.
relations and f the
performance of or
social transactions
between individuals”
(Richards & Rodgers,
1995).
The Interactional View about language
What the learners need is not necessarily the simplification
of linguistic forms, but an opportunity to interact with
other speakers;
The current teaching programmes (the New Curriculum)
have set syllabuses objectives in alliance with the
1 Second Cycle Proficiency Objectives
interactional view about language; thus they emphasize
Can understand the main ideas of complex text on both
language
concrete production
and abstract to develop
topics, including communicative
technical discussions in
competence
his/her of the learners.
field of specialization.
They can interact with a degree of fluency and spontaneity
that makes regular interaction with native speakers quite
possible without strain for either party.
Can produce clear, detailed text on a wide range of subjects
and explain a viewpoint on a topical issue giving the
advantages and disadvantages of various options.(...) .
(INDE/MINED, 2010)
Language Teaching from the Interactional View.
This theory defends that the most effective means to
acquire a language is through active engagement and
exposure of learners to interactions where they can use
language (Lightbown & Espada, 1999).

The theory focuses language teaching content on patterns

of exchanges, moves, acts, negotiation, and interaction
found in conversational exchanges

So, teaching contents consist of communications tasks, in

which learners are exposed to use language as they engage
in the task concerned.
 Six reasons to study grammar, by David Crystal (2003):
Teaching Language from the Interactional View. Cont.
(1) because grammar is there, and people should know it;
(2) human cannot live without language, and language is the
fundamental organizing principle of language;
The communications tasks
(3) our grammatical ability may consist
is extraordinary. There isof:
no limit to
what people can say or write but the rules control these
Role-plays; debates; discussions;
potentials;
Intensive and extensive
(4) grammar helps solveReading
problemspractice;
of language use
(unintelligible speech or writing);
Writings, etc;grammar provides learners a basis for learning
(5) learning
other language; and
Learners are exposed
(6) learning to useawareness
grammar provides language aboutasthethey engage
strength, in
the task concerned.
flexibility and variety of language, and be able to evaluate
others’ use of language.

No grammar teaching?

The rules teaching and learning are incorporated
into the larger context of teaching learners to use
the language.
Teachers and Learners Involvement in Language Class
In communicative activities, none of the parts (neither the
teacher nor the learners) are (or should be) a mere listener or
passive participant. They all constitute the communication
team.

To use language, first you need to hear it being spoken and
read; and then you also imitate under the teacher’s assistance.

Unless you hear fluent people reading or have a fluent

instructor to guide you, you will scarcely (if you will) be able to
improve your reading skill just by having a text in your hands.
Factors affecting Language Teaching and Learning
Interest and Motivation
English to accomplish course requirement. There will not be
space to use it – it is extraneous.
Want to become/make fluent speakers.
English as a “spare wheel”

Practice
Learning by doing. Language acquisition depends on how
often learners practise it.
Natural language use in authentic environments/real
contexts.
Self confidence to practise.
Factors affecting Language Teaching and Learning.
Cont.
Contact time
Effective practice of language skills depends on the
amount of contact time allocated for language learning;
The higher the interest in Language, the higher the
frequency will be set for learning; and
The higher the frequency of language learning, the more
the learning will be effective.
The lower the frequency, the more the learning will be
limited to rules, and consequently lack of practice
Factors affecting Language Teaching and Learning.
Cont.
Learners allotment in class:
Second Language learning should not be seen from the
same perspective as of that of, say History, or social and
political sciences
teachers are primarily expected to assure that all learners
use language and they individually benefit from teachers or
others’ assistance to improve their use of it.
The higher the number of learners in a language class,
(1)the lower the students’ involvement in language use; and
(2) the higher the tendency of replacing interactional
approaches with the structural ones.
Conclusion
The way how the parts involved in teaching and learning
process approach language determines the whole process of
teaching and learning that language.

Teaching language to make fluent speaker is very

demanding. It’s a serious investment which requires a range
of elements to be met.

All parts should think about the future need of English

language being taught and check whether we can create
appropriate environment for really effective language
learning.
Reflection Question

How do you – fellow teacher, student, management –

approach Language?
References
Chomsky, N. (1957). Syntactic Structures.
Crystal, D. (2003). The Cambridge Encyclopedia of the English Language.
Cambridge: CUP.
Demo, D. A. (2001). Discourse Analysis for Language Teachers - Center for
Applied Linguistics. Washington: n.p.
INDE/MINED. (2010). Inglês, Programa da 11a Classe. Maputo: MINED.
Lightbown, P. M., & Espada, N. (1999). How Languages are Learned. Oxford:
OUP.
Nunan, D. (1999). Syllabus Design. In M. C. Murcia, Second Language
Teaching Mathodology (p. 15). Boston MA: Heinle & Heinle.
Peng, F. C. (2005). Language in Brain: Critical Assessments. Continuum.
Richards, J. C., & Rodgers, T. S. (1995). Approaches and Methods in language
Teaching. Cambridge: CUP.
Sapir, E. (1921). Language: An Introduction to the Study of Speech. Harcourt:
Brace and Company.
Thank you!