A Critical Look at Interaction in a Korean Middle School Classroom: Its Role in Development of Students’ Communicative Abilities
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This article provides descriptive qualitative research on classroom interactions in a Korean middle school. The goal of the research was 1) to discover how teachers and students interact in class, 2) to examine how classroom interactions help students to develop or deter their communicative abilities of English, and 3) to find out how teachers and students can interact for improving their communicative abilities of English. Four classes were video taped, and then transcribed, coded with an observation system, FOCUS, and categorized to discover the patterns of interaction in this particular classroom. The findings indicated that there was little interaction which could be identified as meaningful communicative language practice. Although the teacher’s positive attitude and focus-on-form instruction seemed to facilitate students to produce and practice the target language, such factors as the inappropriate distribution of the amount and kind of class talk, and the teacher’s over-reliance on display type questions, might block students from truly communicating in English. It is suggested, therefore, that teacher educators and classroom English teachers make efforts to improve teachers’ teaching techniques, self-observation skills, and language proficiency.
Abstract
This article provides descriptive qualitative research on classroom interactions in a Korean middle school. The goal of the research was 1) to discover how teachers and students interact in class, 2) to examine how classroom interactions help students to develop or deter their communicative abilities of English, and 3) to find out how teachers and students can interact for improving their communicative abilities of English. Four classes were video taped, and then transcribed, coded with an observation system, FOCUS, and categorized to discover the patterns of interaction in this particular classroom. The findings indicated that there was little interaction which could be identified as meaningful communicative language practice. Although the teacher’s positive attitude and focus-on-form instruction seemed to facilitate students to produce and practice the target language, such factors as the inappropriate distribution of the amount and kind of class talk, and the teacher’s over-reliance on display type questions, might block students from truly communicating in English. It is suggested, therefore, that teacher educators and classroom English teachers make efforts to improve teachers’ teaching techniques, self-observation skills, and language proficiency.
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