Classroom Activities in an EFL context: A Case Study of NNS & NS Teachers
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Abstract
This article presents a case study of classroom activities of two NS and NNS teachers in the EFL context. In an attempt to characterize classroom activities for developing English oral skills, this study mainly examines the ways in which two EFL teachers arrange classroom activities and the degrees in which they influence students' language learning through classroom interaction. Classroom observation, field-notes, and interviews are employed to analyze how the teachers set up and accomplish the goals of the classroom activities. This study discusses the ways in which the teachers cater to the varied needs and previous knowledge of the students and thus expand the shared knowledge in a situational context. The findings of this study suggest that, for an effective language acquisition in classroom, EFL teachers need to enlarge the shared knowledge in an EFL situational context
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