Is the EFL Environment a Language Learning Environment?

Autor/inn/en	Mayo, Maria del Pilar Garcia; Pica, Teresa
Titel	Is the EFL Environment a Language Learning Environment?
Quelle	In: Working Papers in Educational Linguistics, 16 (2000) 1, S.1-24 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Classroom Environment; Classroom Observation Techniques; Communicative Competence (Languages); Discourse Analysis; Elementary Secondary Education; English (Second Language); Feedback; Grammar; Interaction Process Analysis; Interpersonal Communication; Interviews; Linguistic Input; Native Speakers; Paralinguistics; Second Language Instruction; Second Language Learning; Syntax + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Prozessanalyse; Interpersonale Kommunikation; Interviewing; Interviewtechnik; Sprachbildung; Muttersprachler; Paralinguistik; Fremdsprachenunterricht; Zweitsprachenerwerb
Abstract	The question of whether the English-as-a-foreign-language (EFL) classroom is an environment that promotes input, feedback, and the production of output that is necessary for successful second language learning is addressed. Such questions have arisen within the context of a growing emphasis on communicative activities and student-to-student interaction in the EFL classroom and concerns about the limited access to input and feedback from native speaker (NS) teachers and to native speakers outside the classroom. In order to address these concerns, the interactions of seven dyads of EFL learners were compared with that of seven dyads of English native speakers on two communication tasks. Results of the comparisons revealed that learner-learner dyads were not significantly different from learner-NS dyads with respect to their contributions of input, feedback, and output as they participated in the common communication tasks. Results of the study thus supported the EFL environment as a learning environment; however, linguistic inaccuracies on the learners' parts suggested that in addition to communicative activities, more targeted, grammar-oriented approaches may also be in order. Six tables and 39 references are included. (Author/KFT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01