Systematicity in Foreign Language Classroom Communication

Abstract

Th e paper discusses the intrinsic potential off ered by classroom interaction for language development. Th e fi rst part examines several theoretical aspects and characteristics of classroom communication. Th e second part presents the results of a study which investigates diff erent aspects of classroom interaction in foreign language teaching and the strategies used to encourage classroom communication in the target language. Th e study, which combines quantitative and qualitative research methods, is based on a survey of Slovene teachers teaching English in primary school. Results suggest that while the respondents are well aware of the benefi ts of using English in classroom communication, they generally use it in an arbitrary and unsystematic fashion. We would like to argue that we can contribute to the eff ectiveness of the teaching process by approaching classroom communication with a systematic and consistent format.

Extensive Reading and Changes to Reading Motivation in EFL among Slovene Primary School Pupils

“…Teachers should not only explain the methodology, assist in selecting appropriate texts, point out the expected outcomes and encourage students to read as widely as possible, but also share the reading experience with their students and teach the attitudes and behaviours of a reader by being readers themselves. As discussed by Bratož and Žefran (2018), the classroom environment offers plenty of opportunities for enhancing both teacher-learner and learner-learner interaction. In the context of ER, this is essential in creating a class reading community.…”