Interaction Approach in Second Language Acquisition

Mackey, Alison; Goo, Jaemyung

doi:10.1002/9781405198431.wbeal0551

Cited by 78 publications

(123 citation statements)

References 28 publications

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“…Research has repeatedly shown that not only is provision of CF effective for language learning in general (Li, 2010;Lyster & Saito, 2010;Mackey & Goo, 2007;Russell & Spada, 2006), but also that learners overwhelmingly expect to receive information about how well they express themselves when speaking in a second/foreign language (e.g., Cathcart & Olsen, 1976;Chenoweth et al, 1983;Jean & Simard, 2011;Oladejo, 1993;Schulz, 1996Schulz, , 2001. Moreover, there is evidence that learners of different proficiencies tend to differ in the types of CF strategies they prefer and see as beneficial.…”

Section: Sources Of Reported Beliefsmentioning

confidence: 99%

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Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Kartchava

2016

TESL Canada

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This study compared the beliefs college-level students hold about corrective feedback in different learning contexts: English as a second language (Canada, n = 197) and English as a foreign language (Russia, n = 224 Learner beliefs, defined as learners' metacognitive knowledge about learning (Wenden, 1999), are seen as "significant learner characteristics to take into account when explaining learning outcomes" (Dörnyei & Ryan, 2015, p. 187) because they shape and affect the way learners go about the task of learning (e.g., Breen, 2001; Fox, 1993;Horwitz, 1985Horwitz, , 1999Mori, 1999;Tanaka, 2004 learners hold about language acquisition, but also revealed factors that could shape those beliefs. These may include

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Section: Sources Of Reported Beliefsmentioning

confidence: 99%

“…Corrective feedback plays an important role in the language acquisition process (Li, 2010;Lyster & Saito, 2010;Mackey & Goo, 2007;Russell & Spada, 2006). Specifically, CF allows teachers to provide information about the accuracy of learners' production by raising awareness of the formal aspects of an L2 in the input.…”

Section: Literature Reviewmentioning

confidence: 99%

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Kartchava

2016

TESL Canada

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“…Cooperative learning methods, which differ from traditional learning methods, have some benefits resulting from social interaction between students (Levine, 2002). Classroom social interaction, according to Mackey (2007) and Ellis (2003), is beneficial to overall language development. It has been observed that students who interact and speak achieve better in oral skills in most cases than those who always keep silent (Khadidja, 2010).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Effectiveness of Cooperative Learning in Enhancing Speaking Skills and Attitudes towards Learning English

Al-Tamimi¹,

Attamimi²

2014

IJL

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This study investigates the effectiveness of cooperative learning in English language classrooms to enhance Yemeni students' speaking skills and attitudes. A quasi-experimental interrupted time series design was used with sixty undergraduates enrolled in the foundation English programme at Hadhramout University, Yemen. The data of the current study were gathered at multiple points of time before and after the end of the experiment to determine the effectiveness of cooperative learning on the sample's speaking skills and attitudes. In practical terms, the sample's speaking skills were first examined through an English oral test prior to and after some cooperative learning instructional activities were provided. Next, a five Likert scale-questionnaire was administered to the sample before and at the end of the course to identify students' attitudes towards the use of cooperative learning in English classes. The data were analyzed using basic and inferential statistical methods including mean scores, standard deviations, paired sample t-test, and effect size. The findings showed a remarkable development in the students' speaking skills and attitudes after the introduction of cooperative learning techniques. In light of the findings, the researchers recommend that teachers should benefit from applying CL in English classes, which may in turn develop students' speaking skills and attitudes.

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“…Presenting a good speaking lesson is depending on the interaction between teachers and students, students and students, between students and materials. Fluency and accuracy are main characteristics approach in the communicative approach of language teaching [33,34].…”

Section: Components Of Classroom Interactionmentioning

confidence: 99%

Exploring the Practice of Teacher-Student Classroom Interaction in EFL to Develop the Learners’ Speaking Skills in Tullu Sangota Primary School Grade Eight Students in Focus

Adaba¹

2017

Arts Social Sci J

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In the process of Second Language Acquisition (SLA), classroom interaction takes an important place. Teachers need to apply appropriate classroom interaction to facilitate language learning in reality since interaction is in the heart of communication in an era of communicative language teaching. Therefore, the purpose of this study was conducted to assess teachers' application of classroom interaction on developing the students speaking skills in Tullu Sangota Primary school grade 8. Specifically, the study was intended to assess whether the teacher uses a variety of classroom interactions. In order to achieve the objectives of the study, a descriptive survey method was used and the data were gathered through questionnaires, classroom observation, and interview. Both open-ended and close-ended questionnaires were distributed to the sample students and semi-structured interview questions were employed with sample English teachers. Observation was also held based on checklist and chosen criteria in accordance with the objective of the study. To assess teachers' application of classroom interaction on developing students speaking skills, 100 sample students from grade 8 and 4 English teachers were taken for the study from Tullu Sangota Primary Schools. The collected data was analyzed using percentage and frequency. Based on the information gathered through the above instruments and its results and discussion, the findings of the study revealed that teachers rarely played their role to develop the students speaking skills in the classroom due to lack of awareness, having negative attitude toward classroom interaction, lack of simple materials to practice classroom interaction, low participation of the students in the class, and lack of access of teaching aids inhibits the teachers to apply classroom interaction. Based on the implications of the findings, recommendation was made to language teachers, students, Tullu Sangota Primary, Ministry of Education and concerned bodies. Finally, on the bases of the findings, it was recommended that in order to improve the students speaking skill: The students have to practice in classroom interaction to develop their speaking skill in the target language by actively participating in the classroom speaking. In addition, teachers also ought to play a prominent role to improve the students speaking skill by using an appropriate classroom interaction which give equal chance for the students to participate actively in the classroom interaction.

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Interaction Approach in Second Language Acquisition

Cited by 78 publications

References 28 publications

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Effectiveness of Cooperative Learning in Enhancing Speaking Skills and Attitudes towards Learning English

Exploring the Practice of Teacher-Student Classroom Interaction in EFL to Develop the Learners’ Speaking Skills in Tullu Sangota Primary School Grade Eight Students in Focus

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