Improving Via Mutual Understanding: The Application of Interaction in the ESL/EFL Classrooms
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v5i6.3394
Abstract
Interaction is one of the crucial parts in the field of second language acquisition. From being initially neglected to becoming the central attention of research, interaction among students has gained increasingly focus recently. This article provides some viewpoints from the previous studies and introduces some relevant perspectives on why interaction is important to facilitate ESL/EFL learners’ learning outcomes. Also, this article analyses some research to figure out how to meaningfully deploy interactive activities in the language learning classrooms. A suggested activity is introduced in this article. However, the research on interaction still has a long way to go. This article mainly summarizes the outcomes of some former studies and provides a possible method to help fresh instructors to facilitate learners’ peer-interaction during the class.
Keywords
Interaction; Negotiating for meaning; Motivation; ESL; EFL
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[3]Long M. Input, Interaction, and Second-language Acquisition. Annals of the New York Academy of Sciences. 1981;379(1):259–278.
[4]Long M. Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics. 1983 Feb 1;4(2):126–141.
[5]Long M. The Role of the Linguistic Environment in Second Language Acquisition. In: Ritchie WC, Bhatia TK, editors. Handbook of Second Language Acquisition. San Diego: Academic Press; 1996. p. 413–468.
[6]Gass S, Mackey A. Input, Interaction, and Output in L2 Acquisition. In: VanPatten B, Keating GD, Wulff S, editors. Theories in Second Language Acquisition: an Introduction. New York, NY: Routledge; 2020. p. 192–222.
[7]Smith M. Comprehension versus Acquisition: Two Ways of Processing Input. Applied Linguistics. 1986 Mar 1;7(3):239–256.
[8]Myles F. Theoretical Approaches. In: Herschensohn JR, Young-Scholten Martha, editors. The Cambridge Handbook of Second Language Acquisition. New York: Cambridge University Press; 2013. p. 46–70.
[9]Gass S, Mackey A. Input, Interaction and Output. AILA Review. 2006 Nov 9;19(1):3–17.
[10]Lightbown PM., Spada N. How Languages Are Learned. 4th ed. Oxford: Oxford University Press; 2021.
[11]Zuniga M, Simard D. Observing the Interactive Qualities of L2 Instructional Practices in ESL and FSL Classrooms. Studies in Second Language Learning and Teaching. 2016 Mar 31;6(1):135–158.
[12]Lázaro A, Azpilicueta R. Investigating Negotiation of Meaning in EFL Children with Very Low Levels of Proficiency. International Journal of English Studies. 2015 Jun 1;15(1):1–21.
[13]Wang H. The Influence of Creative Task Engagement on English L2 learners’ Negotiation of Meaning in Oral Communication Tasks. System. 2019 Feb; 80: 83–94.
[14]Sato M. Interaction Mindsets, Interactional Behaviors, and L2 Development: an Affective-Social-Cognitive Model. Language Learning. 2016 Nov 10;67(2):249–283.
[15]Azkarai A, Imaz Agirre A. Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings. TESOL Quarterly. 2015 Aug 31;50(4):844–870.
[16]Richards JC. Key Issues in Language Teaching. Cambridge: Cambridge University Press; 2015.
[17]Roseth CJ, Johnson DW, Johnson RT. Promoting Early adolescents’ Achievement and Peer relationships: the Effects of cooperative, competitive, and Individualistic Goal structures. Psychological Bulletin. 2008;134(2):223–246.
[18]Dörnyei. Z. Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press; 2001.
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