Published
Authentic Oral Interaction in the EFL Class: What It Means, What It Does Not
La interacción oral auténtica en la clase de inglés: lo que significa y lo que no
Keywords:
Oral interaction, oral production, English as a foreign language (en)Interacción oral, inglés como lengua extranjera, producción oral (es)
The communicative approach in EFL education has generated a concern for the development of communication in the foreign language classroom within which the promotion of oral interaction is usually paramount. However, what constitutes authentic oral interaction is sometimes not clearly understood and some of the activities that take place in the classroom seem unlikely to generate meaningful opportunities for the development of oral interaction. To address this gap, this paper characterizes four samples of oral communication exchanges that occur in Colombian EFL secondary school classrooms in Montería and discusses their effectiveness for developing meaningful oral production in both student-student and teacher-student interaction. The paper has two main sections: the first is devoted to the analysis of student-student interaction, and the second to discussing teacher-student exchanges.
El enfoque comunicativo en la enseñanza del inglés como lengua extranjera ha generado una preocupación por el desarrollo de la comunicación en el aula de clases, en la cual se da gran importancia a la interacción oral. Sin embargo, aún se entiende poco lo que constituye la interacción oral autentica y por ello las actividades de aprendizaje generan pocas oportunidades significativas para el desarrollo de la interacción oral. Por ello, el presente artículo caracteriza cuatro ejemplos de interacción oral comunes a las aulas de inglés de escuelas públicas de Montería, Colombia y discute su efectividad para desarrollar una producción oral significativa en la interacción estudiante-estudiante y profesor-estudiante. El artículo tiene dos secciones: la primera se encarga del análisis de la interacción estudiante-estudiante, la segunda discute la interacción profesor-estudiante.
References
Bachman, L. F. (1990). Fundamental considerations in language testing. London: Oxford University Press.
Bitchener, J. (2004). The relationship between the negotiation of meaning and language learning: A longitudinal study. Language Awareness, 13(2), 81-95. doi: 0965- 8416/04/02 081-15
Ellis, R. (1994). The study of second language acquisition. London: Oxford University Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Halliday, M. A. K. (1994). An introduction to functional grammar. London: Edward Arnold.
Hall, J. K., & Verplaetse, L. S. (2000). Second and foreign language learning through classroom interaction. London: Lawrence Erlbaum Associates.
Harmer, J. (2007). How to teach English, Harlow: Longman.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven: Yale University Press.
Lantolf, J. (2000). Sociocultural theory and second language learning. New York: Oxford University Press.
Lantolf, J., & S. Thorne. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
Lemke, J. L. (1990). Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex.
Long, M. (1983). Native speaker/normative speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126-141.
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of language acquisition (Vol. 11): Second language acquisition (pp. 413-68). New York: Academic Press.
Nassaji, H., & G. Wells. (2000). What's the use of 'triadic dialogue'? An investigation of teacher-student interaction. Applied Linguistics, 21(3), 376-406. doi:10.1093/ applin/21.3.376
Ohta, A. S. (2000). Rethinking recasts: A learner centred examination of corrective feedback in the Japanese language classroom. In J. K. Hall & L. S. Verplaetse (Eds.). Second and foreign language learning through classroom interaction (pp. 47-72). Mahwah, NJ: Lawrence Erlbaum Associates.
Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J. (1996). Language learners interaction: How does it address the input, output, and feedback needs of L2 learners? TESOL Quarterly, 30, 59-84. Retrieved from http://www.jstor.org/stable/3587607
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
Seedhouse, P. (2007). Interaction and constructs. Language learning and teaching as social inter-action. In Z. Wei, P., Seedhouse, L., Wei, & V. Cook. (Eds.), Language learning and teaching as social interaction (pp. 9-21). Basingstoke, UK: Palgrave Macmillan.
Sinclair, J. M., & Coulthard, M. (1975). Towards and analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). New York: Oxford University Press.
Van den Branden, K. (2006). Task-based language education: From theory to practice. Cambridge: Cambridge University Press.
Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, and authenticity. London: Longman.
Van Lier, L. (2000). From input to affordance: Social interactive learning from an ecological perspective. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 245-260). New York: Oxford University Press.
Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural Perspective. London and New York: Kluwer Academic Press.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Vygotsky, L. (1986). Thought and language. Cambridge: MIT Press.
Watanabe, Y. (2008). Peer-peer interaction between L2 learners of different proficiency levels: Their interactions and reflections. Canadian Modern Language Review, 64(4), 605-635. doi: 10.1353/cml.0.0008
Wood, D. J. (1988). How children think and learn. Oxford: Basil Blackwell.
Article abstract page views
Downloads
How to Cite
License
Copyright (c) 2010 José David Herazo Rivera
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
