Effect of the interaction patterns in the language classroom
Resumen
This paper intends to analyze the student's patterns of interaction in a private institution in Cartagena de Indias; the data was collected through classroom observation and analyzed using the FLINT system and a set of principles of instructed language learning. The results show that 67% of the interventions were done by students under the category of peer interaction, which means students asking questions or answering to peers and 33% were interventions done by the teacher mainly focused on giving directions; regarding Ellis principles, opportunities for output was the most significant finding in the study. It can be observed the most evident patterns preferred by students in social interaction and the importance of teacher scaffolding in the mediation process.
KEY WORDS:
interaction patterns, ZPD, mediation process, scaffolding
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Moskowitz, G. (1971). Interaction analysis: A new modern language for supervisors. Foreign Language Annuals, 5, 211-221.
Rivers, W.(1987). Interactive language teaching. Nueva York, NY: Cambridge University Press.
Van Lier, L.(1996). Interaction in the language curriculum: awareness, autonomy and authenticity. Londres, Inglaterra; New York, NY: Longman.
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Derechos de autor 2017 Luisa Fernanda Ramos-Cadena
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Creative Commons Atribución/Reconocimiento-NoComercial-CompartirIgual 4.0 Licencia Pública Internacional — CC BY-NC-SA 4.0
