Teacher-Student Interaction in a Book Circle Activity
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The role of interaction has gained attention in the field of SLA. Due to its potential benefits in language learning, SLA researchers have examined diverse aspects of interaction. This article looked at interactions between a teacher and three ESL children in a book circle activity in the U.S. It examined how the teacher, through her talk, facilitated her students’ opportunities for interaction and language use. This study used classroom discourse analysis for the close analysis of teacher-student interaction. Quantitative and qualitative analysis of the classroom discourse data revealed that the teacher used various interactional, scaffolding strategies. Quantitative analysis showed that she scaffolded the children’s learning by challenging them to further develop their thinking. She also challenged them to respond appropriately when they generated insufficient answers. Qualitative analysis showed that the teacher-student interaction created a context for active, meaningful use of language and co-construction of meaning. The teacher incorporated the children’s utterances into classroom discourse and involved them in various cognitive processes. Nowadays, in Korea, when English teachers are increasingly expected to give English-medium instruction, this study provides useful insight into how teacher-student interaction should unfold in a language classroom.
Abstract
The role of interaction has gained attention in the field of SLA. Due to its potential benefits in language learning, SLA researchers have examined diverse aspects of interaction. This article looked at interactions between a teacher and three ESL children in a book circle activity in the U.S. It examined how the teacher, through her talk, facilitated her students’ opportunities for interaction and language use. This study used classroom discourse analysis for the close analysis of teacher-student interaction. Quantitative and qualitative analysis of the classroom discourse data revealed that the teacher used various interactional, scaffolding strategies. Quantitative analysis showed that she scaffolded the children’s learning by challenging them to further develop their thinking. She also challenged them to respond appropriately when they generated insufficient answers. Qualitative analysis showed that the teacher-student interaction created a context for active, meaningful use of language and co-construction of meaning. The teacher incorporated the children’s utterances into classroom discourse and involved them in various cognitive processes. Nowadays, in Korea, when English teachers are increasingly expected to give English-medium instruction, this study provides useful insight into how teacher-student interaction should unfold in a language classroom.
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