Negotiated Interaction: A Way out of Cul-de-sac in Reading Classrooms

Autor/inn/en	Amirkhiz, Seyed Yasin Yazdi; Ajideh, Parviz
Titel	Negotiated Interaction: A Way out of Cul-de-sac in Reading Classrooms
Quelle	In: English Language Teaching, 1 (2008) 2, S.96-103 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Interaction; Scaffolding (Teaching Technique); Reading Programs; Learning Activities; Control Groups; Experimental Groups; Interaction Process Analysis; Hermeneutics; Constructivism (Learning); Pretests Posttests; Classroom Environment; Classroom Techniques; Class Activities; Educational Practices; Foreign Countries; Statistical Analysis; Iran + Suchen Sie Ihr Suchwort? Interaktion; Lernaktivität; Prozessanalyse; Hermeneutik; Klassenklima; Unterrichtsklima; Klassenführung; Bildungspraxis; Ausland; Statistische Analyse
Abstract	This study aims to translate tenets of social constructivism into practice via a scaffolded modality of learning. It is hypothesized that hermeneutical nature of passage interpretation could create "affordances", Van Lier's (2000) term, or "interactional opportunities" which are psycholinguistically and developmentally valuable crucibles for "negotiated interaction" and subsequently enhancement of reading comprehension. To this end, 24 randomly-selected intermediate-level English learners, having been divided into two equal homogeneous scaffolded (experimental) and non-scaffolded (control) groups, were subjected to 15 half-an-hour reading activities. Whereas the non-scaffolded group proceeded individually, the scaffolded groups did reading tasks interactively; they read the passages for themselves, publicized their reading problems, discussed the difficulties with each other, and wrote a joint summary. On the 15th session a post-test (unseen texts) was administered. Pretest and posttest results were compared using Wilcoxon Match Pairs Signed Ranks Test, indicating that scaffolded reading enhanced the reading ability of the readers. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01