L2 Learning through Interaction: A Discourse Analysis Focusing on the Role of Teacher's Follow-ups
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Abstract
Chang, Sunmee. 2006. L2 Learning through Interaction: A Discourse Analysis Focusing on the Role of Teacher's Follow-ups. The Journal of Studies in Language 22.1, 179-204. This study presented in this paper looks at classroom interaction occurring in a class of adult L2 learners in a university-based intensive English language program. The study is based on sociocultural perspective of language and learning (Vygotsky, 1978; Wertsch, 1991; Hall, 2000), which views language learning as a process of socialization into competent participation in socioculturally significant language practices. Using the data collected from this over one full 8 weeks academic session, the researcher presents findings that demonstrate 1) the functional characteristics of interactions that the participants construct in their classroom interactions with the emphasis on teacher's contributions that elicit students' contributions; 2) the characteristics of students' contributions in terms of lexical density and mean length of words, their functions, and any possible change in students' participation over time. Since few studies of adult L2 learning have focused on interaction in the classroom (especially IEP) from a sociocultural perspective, this study will contribute to the L2 learning literature by examining interaction in adult classroom in terms of getting at the micro details of what teachers consider exemplary. This study will also help ESL/EFL practitioners have more specific ideas (strategies) about how to guide L2 students in the classroom, showing some situations in the classroom where the language learning is achieved through interaction. (Hoseo University).
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