1.

Affords three different perspectives

Introduction
a. Comparative method studies  to compare the effect of different language teaching methods on L2
learning
b. The black box of the classroom  views classroom as a place where interactions of various kinds take
place, affording learners opportunities to acquire L2
c. Investigating the effects of formal instruction  viewed as an attempt to intervene directly in the language
learning process by teaching specific properties of the L2
2. Consider some of the principal research methods that have been used to investigate the role of classroom
interaction in language learning
3. Review a number of comparative methods studies
4.Consider classroom research and classroom oriented research

1. Psychometric tradition
in the second language classroom
Methods of researching learning

a. Typical issues  language gain from different methods, materials, treatments

b. Methods  experimental method (pre- and post-tests with experimental and control groups)
2. Interaction analysis tradition
a. Typical issues  extent to which learner behavior is a function of teacher determined interaction
b. Methods  coding classroom interactions in terms of various observation systems and schedules
3. Discourse analysis tradition
a. Typical issues  analysis of classroom discourse in linguistic terms
b. Methods  study classroom transcripts and assign utterances to predetermined categories
4. Ethnographic
a. Typical issues  obtain insights into the classroom as a cultural system
b. Methods  naturalistic uncontrolled observation and description
Classroom Interaction and Second

1. Aim  to establish which of two or more methods or general approaches to language teaching is most
effective in terms of the actual learning
Language Acquisition

2. Some comparative method studies

a. Compared rationalist approaches to language teaching and empiricists (Diller, 1978)
Comparative method studies

b. Compared the grammar translation method and the audio-lingual approach (Scherer and Wetheimer,
1964)
c. Compared the effects of GTM, Functional skills and Functional skills with grammar (Smith, 1970)
d. Compared the effects of instruction based on a structural approach and situational approach
(Hauptman, 1970)
e. Compared the effects of TPR and audio-lingual approach (Asher, 1977)
f. Compared the effects of traditional instructions and communicative instruction (Palmer, 1979)
3. CMS have failed to produce evidence that one method results in more successful learning than another
because of three reasons:
a. Foreign language lessons of any type often result in relatively little progress
b. Individual learners benefit from different types of instruction
c. Language classes tend to offer very similar opportunities for learning irrespective of their
methodological orientation

1. The nature of second language classroom discourse

Aspects of classroom

A. Mediates between pedagogic decision-making and the outcomes of language instruction

B. Provide learners opportunities to encounter input or to practice the L2 and creates in the
interaction

learners a state of receptivity

C. The nature of classroom interaction:
1. Structure and general characteristics
a. Three components in general subject lessons (an opening phase, an instructional phase and
a closing phase)
b. a hierarchical model (lesson, transaction, exchange, move and act)
c. Three phase of teaching exchange (initiating move, responding move and follow-up move)
d. COLT  to identify significance aspects of L2 classroom discourse and to develop specific
categories that allow for quantification
2. Types of language use
a. Three basic elements of macro analysis of language teaching and learning (samples,
guidelines and management activities)
b. Four types of language use (mechanical, meaningful, pseudo-communicative, and real
communication)
c. Three goals (core goals, social goals and framework goals
 Aspects of classroom
3. Turn-taking
interaction
a.Identified a number of rules that underlies speaker selections and change (only one
speaker speaks at a time, a speaker can select the next speaker by nominating or adjacency
pairs, a speaker can alternatively allow the next speaker to self select and there is always
competitions to take the next speaker)
b.Topic, self selection, allocation, sequence (turn taking in the L2 classroom)
4.The difference between classroom and naturalistic discourse
a.The nature of classroom discourse will depend on the roles of the participants adopt, the
nature of the learning tasks, and the kind of knowledge that is targeted
b.The natural discourse is characterized by more fluid roles established through
interaction, tasks, a focus on the interactional process
D. Teacher talk
1.Has potential effect on learners’ comprehension
2.A comprehensive surveys of studies of teacher talks  amount of talks, functional
distribution, rate of speech, pauses, phonology, intonation, articulation, stress, modifications
in vocabulary, modifications in syntax, modifications in discourse)
E. Error treatment
1.General area of error treatments (feedback, repair, and correction)
Classroom Interaction and Second

2.Learners’ attitudes towards error treatment (like to be corrected by teachers and want
more correction)
Language Acquisition

F. teachers’ questions
1.Four types of questions (factual, reasoning, open, and social questions)
2.Open, close and pseudo questions
3.Referential and display questions
4.Rote questions and comprehension questions (cognitive processing)
5.Nexus, alternative, x-questions (cognitive level)
6.Cognitive memory, convergent thinking or divergent/evaluative thinking
G.Learner participation
1.Quantity of participation  there is no evidence that the extent to which learners
participate productively in the classroom affects their rate of development
2.Quality of learner participation  is determined by the degree of control the learners
exercise over the discourse
H. Tasks and interaction
i.Small group work and interaction
J. The relationship between classroom interaction and second language learning  by
examining whether successful L2 learning is possible in favorable classroom environment and
then move on to look at studies that have tried to establish direct links between the features
of interaction and learning.