The Classroom Interaction of English Lessons in Junior High School文献综述

 2022-08-29 10:08

Interaction in Junior High School English Class

摘要：Classroom interaction plays an essential part in EFL teaching and learning. The literature review involves definition of interaction, category of classroom interaction, and some study of English classroom interaction.

关键词：interaction； junior； classroom； characteristic；efficiency

一、文献综述

In the field of language teaching popular with coursebooks writers, teachers and learners is the so called “Three Ps” approach, a methodology that organises the teaching of a linguistic item in three distinct stages: Presentation of the item, Practice of the item, and finally Production of the item (Tomlison, 1998). The popularity of this approach can be explained by its simplicity and straightforwardness, by the logical sequence of clearly defined steps that seem to lead successfully to language acquisition. However, many researchers have pointed out at its limits and deficiencies, claiming that this model does not account for the complexity of the process of language learning. Contemporary research shows that the acquisition of linguistic structures and functions “takes much longer than this approach suggests and that far more experience of the item in communication is needed for any lasting learning to take place” (Tomlison, 1998, p. xii).

Teaching and learning in schools is a complex social process which involves both the teacher and students in distributed knowledge-building activities. Research into this process includes researchers exploring from the outside and teachers exploring from the inside (Bassey, 1995).

Human interaction has been defined as a process whereby two or more people engage in reciprocal action. This action may be verbal or nonverbal (Celce-Murcia, 1987). Thus, for the purpose of teaching a language, teachers mainly focus on the verbal interaction or communicative interaction (Cummins, 1994) without separating the nonverbal interaction that is present at an early phase and which has been called the silent period (Ventriglia, 1992). In this sense, there is a certain misconception in regards to the silent period due to the fact that students are normally expected to take an active role in the language class and to show mastery of the language when they perform the commands or tests; however, if the students do not achieve the expected behavior, it can be misunderstood that the students are not acquiring the language. This can be one major reason to avoid paying attention only to elicited performance of students at an early stage during the language learning process but to the quality of the comprehensible input (Green, 1993) we are providing them with. This comprehensible input refers to understanding oral and written forms (Swain, 1986) of the foreign language and can be better understood by analyzing the Input ( Krashen, 1985).

Interaction can be described depending on the dominant type of interaction that is taking place in the English classroom (Celce-Murcia, 1989). Thus, we need to consider the teacher-dominated, teacher-centered, and student-centered classrooms. The teacher dominated classroom is the one where the teachers spend most of the time talking, and the students participation is very limited. The teacher-centered classroom is the one where the teacher is controlling the students participation through some classroom activities and students have the chance to participate. Finally, the student-centered classroom is the one where the students can participate more actively. Besides, they can direct and develop the classroom activities by interacting among themselves and where the teacher is a facilitator of the learning process. It is easy to distinguish the kind of interaction that is taken place in our classroom and label it under one of the three kinds briefly described earlier. This simple reflective action can help us avoid the controlled dominant practice developed by the teacher to promote a quality interactive process where the students and the teacher learn together through the use of a good selection of interactive class activities (Larsen-Freeman, 1987; Ilola, Matsumoto amp; Jacobs, 1989).

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