Reducing student reticence through teacher interaction strategy.

Autor/inn/en	Lee, Winnie; Ng, Sarah
Titel	Reducing student reticence through teacher interaction strategy.
Quelle	In: ELT journal, 64 (2010) 3, S. 302-313 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anmerkungen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0013-8290; 1477-4526
Schlagwörter	Empirische Forschung; Unterrichtsmitschau; Lernpsychologie; Lehrerverhalten; Interaktion; Mündliche Beteiligung; Unterrichtsforschung; Vergleichende Analyse; Fremdsprachenunterricht; Englischunterricht; Hongkong
Abstract	Reticence is a common problem faced by ESL/EFL teachers in classrooms, especially in those with mainly Asian students. The willingness to communicate model of MacIntyre, Clement, Dörnyei, and Noels (1998. 'Conceptualizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation'. The Modern Language Journal 82/4: 545-62.) postulates that willingness to speak is determined not only by learners themselves but also by the situation they are in, suggesting that situational variables such as topic and participants should be included in the investigation. The paper aims to examine whether teacher interaction strategy could be one of the factors triggering student reticence in classrooms. A group of Form 1 (Grade 7) Hong Kong Chinese students were given two lessons characterized by different interaction patterns. The two lessons were videotaped for analysis. The results show that teacher strategy is a major determinant of student reticence in classrooms, but it is not the sole factor. Pedagogical factors such as lesson objectives and task type were also found to influence a teacher's classroom-based interaction strategy decision making. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3