Interaction and Uptake in Large Foreign Language Classrooms

Autor/in	Ekembe, Eric Enongene
Titel	Interaction and Uptake in Large Foreign Language Classrooms
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 45 (2014) 3, S.237-251 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688214547036
Schlagwörter	Second Language Learning; Second Language Instruction; Class Size; Cognitive Style; Pretests Posttests; Classroom Communication; Correlation; Language Proficiency; Teacher Student Relationship; Large Group Instruction; Interaction Process Analysis; Foreign Countries; Secondary School Students; Native Speakers; French; African Languages; Cameroon + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Klassengröße; Cognitive styles; Kognitiver Stil; Klassengespräch; Korrelation; Language skill; Language skills; Sprachkompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Prozessanalyse; Ausland; Sekundarschüler; Muttersprachler; Französisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Kamerun
Abstract	Inteaction determines and affects the conditions of language acquisition especially in contexts where exposure to the target language is limited. This is believed to be successful only within the context of small classes (Chavez, 2009). This paper examines learners' progress resulting from interaction in large classes. Using pre-, post-, and delayed post-test, results from two groups of participants (n = 78 and 83) involved in the study do not show any significant difference at post- and delayed post-test. The study, therefore, rejects the argument that class size constrains interaction and instead argues that the durability of knowledge gained from interaction appears to have a stronger correlation with type of interaction, learners' previous learning styles, proficiency, and the wider context of learning. The paper also argues that teacher-led interaction is not only possible with low proficiency, but could lead to outcomes which actually define the purpose for which language is learnt. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10