Language Class: Encounter & Exchange

The aim of this paper is to look at foreign language (FL) classroom talk as a special type of interaction (Seedhouse 1996; Cullen 1998), which has two complementary modes: the natural and the pedagogical (Stern 1983; Kramsch 1985; Gil 1999). The reason for adopting such a perspective is that it seems to create a bridge between theory-driven investigations of classroom interaction and actual pedagogical practice in the foreign language classroom

Procedia - Social and Behavioral Sciences, 2012

Current trends in the teaching of foreign languages arising from the Common European Reference Framework for languages aim to increase the quality of communication among the European citizens of different language and cultural backgrounds. Moreover, they attempt to offer a wide range of methodological recommendations as to how to achieve this goal. Therefore, the purpose of the presentation is to discuss recent trends in the teaching of foreign languages with a special focus on the approaches which help to improve the quality of learning and which motivate a learner to be more independent and responsible on one hand, and more collaborative on the other.

International Encyclopedia of the Social & Behavioral Sciences, 2001

Foreign language teaching and learning have changed from teacher-centered to learner/learning-centered environments. Relying on language theories, research findings, and experiences, educators developed teaching strategies and learning environments that engaged learners in interactive communicative language tasks. A shift in foreign language pedagogy from a specific foreign language method to the measurement of language performance/competency has resulted in a change in the role of the teacher from one of authority/expert to that of facilitator/guide and agent of change. Current developments point to public pedagogy, social media, and action research as additional ways to foster intercultural competence and language learning.

2020

According to a social constructivist understanding, foreign language teachers should enable their learners to reflectively explore their own foreign language communication and to negotiate and refine their requirements of communicative and communal success. Suitable conditions for such an experience can be provided in intercultural virtual exchanges in which ‘learners’ of different linguacultural backgrounds are engaged as ‘speakers’ and use their common target language as a pedagogical lingua franca. Two case studies involving secondary school students with English and German as target languages will be presented to illustrate the pedagogical lingua franca approach and to discuss it with regard to issues of learner agency, non-native speaker emancipation, communication monitoring, and pedagogical mentoring.

European journal of Foreign Language Teaching, 2022

There are many types of oral communicant, and they serve different functions. In the classroom settings, one-to-one communication between students and instructors or even between students and their peers are important interactions. For effective communication to take place, the speakers need to use communication strategies. What are some aspects that hinder or encourage effective communication? This study is done to explore the communication strategies used by learners in the classroom context. In the context of this study, two views of communication strategies are investigated, and they are (a) Interactional view, which is used to avoid disruptions in communication, and (b) Psycholinguistic view which is used to solve the communicator's problem to fill in the gaps in communication. The instrument used in this study is a survey with two main sections: interactional view and psycholinguistic view. The interactional view is

Journal of NELTA, 2011

This article discusses how mother-tongue interference can influence second or forreign language learning, specifically learning English. In Nepal not only does the mother tongue interfere with English learning, but also the methods used in the schools, specifically the grammar translation method and the deductive approach to teaching grammar, influence student learning as well.Key words: Tertiary level; Inductive approach; Deductive approach; Fossilization; Language transferJournal of NELTAVol. 15 No. 1-2 December 2010Page: 109-109Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4615

2015

International Journal of Educational Methodology, 2020

Classroom interaction is an essential element in developing communicative skills. In a foreign language context like Burkina Faso, the classroom appears as the only setting that provides an opportunity for English language learners to practice their communicative skills. In the classroom, teachers create opportunities for interaction between students and their peers, between students and teachers, and between students and teaching materials. Although those interactions are expected to promote English language acquisition, they sometimes seem insufficient. In this paper, the author examines the interactions between teachers and their students. The author seeks to understand the extent to which they can be conducive to communicative skills. The methodology used to collect this data is qualitative, mostly based on classroom observation and interviews. The participants are high school classroom teachers and their students. The results unveiled that the nature of the interaction was dete...