More than Language: Influential Factors on Language Classroom Practice
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Abstract
Chang, Sunmee. 2006. More than Language: Influential Factors on Language classroom practice. The Linguistic Association of Korea Journal, 14(3), 71-93. From the underlying sociocultural perspective, this paper dealt with L2 learning situations in many countries in the world. The concept of L2 (Second Language) here encompassed that of FL (foreign Language), too. In this paper, by reviewing articles and books, and building up ideas around selected themes, I discussed on some factors that were considered possible to impose influence on the practice in the classroom. First of all, with an assumption that each of the participants in a L2 classroom has individual cultural background, their social identity, socioeconomic status, teaching and learning style, and prior experience or knowledge that they bring in were considered the first category of major influential factors in the classroom. The second category was put under classroom interaction. Classroom interaction was discussed in two aspects, teacher-student and student-student interaction. The final category put emphasis on the teacher, focusing on the knowledge and beliefs he/she has as a teacher during classroom practice. Even though the role of the teacher is huge, the practice in the classroom is not just done by the teacher alone. It should be remembered that the teacher is a necessary partner for the learners in the interaction to coach the learners in their process of learning, thinking, listening, and speaking toward the ultimate goal: L2 acquisition.
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