Classroom interaction and language learning

Contents: Preface. J.K. Hall, L.S. Verplaetse, The Development of Second and Foreign Language Learning Through Classroom Interaction. Part I: Classroom Interaction and Foreign Language Learning. C. Kinginger, Learning the Pragmatics of Solidarity in the Networked Foreign Language Classroom. A.S. Ohta, Rethinking Recasts: A Learner-Centered Examination of Corrective Feedback in the Japanese Language Classroom. P.N. Sullivan, Spoken Artistry: Performance in a Foreign Language Classroom. D.A. Consolo, Teachers' Action and Student Oral Participation in Classroom Interaction. P.A. Duff, Repetition in Foreign Language Classroom Interaction. E. Takahashi, T. Austin, Y. Morimoto, Social Interaction and Language Development in a FLES Classroom. Part II: Classroom Interaction and Second Language Learning. M. Boyd, V.M. Maloof, How Teachers Can Build On Student-Proposed Intertextual Links to Facilitate Student Talk in the ESL Classroom. D.E. McCormick, R. Donato, Teacher Questions as Scaffolded Assistance in an ESL Classroom. D. Boxer, F. Cortes-Conde, Identity and Ideology: Culture and Pragmatics in Content-Based ESL. L.S. Verplaetse, Mr. Wonder-ful: Portrait of a Dialogic Teacher. R. Damhuis, A Different Teacher Role in Language Arts Education: Interaction in a Small Circle With Teacher. M. Hajer, Creating a Language-Promoting Classroom: Content-Area Teachers at Work. J.K. Hall, Classroom Interaction and Additional Language Learning: Implications for Teaching and Research.

Brave New Digital Classroom: Technology and Foreign Lan- guage Learning by Robert J. Blake. Washington DC: Georgetown University Press, 2008, vii-189 pp. Reviewed by Hye Ri Stephanie Kim University of California, Los Angeles Technology in the 21st century is not an option, but is a vital part of students’ lives. In the efforts to keep up with and take advantage of technological advance- ment, many schools integrate technology into their curriculum. However, one some- times comes across teaching practices that are technology-driven on one end of the extreme while on the other are teaching practices embodied by teachers’ resistance to use technology. Brave New Digital Classroom: Technology and Foreign Language Learning by Robert J. Blake aims to address all prevalent issues of instructional technology use and provides an overview of the most successful technologies used in language classrooms. In short, this small but highly resourceful book is the first of its kind to offer a comprehensive summary of technologies developed to assist language learning, with an emphasis on foreign language classrooms. It would serve as an excellent resource for language curriculum developers or instructors considering incorporating technologies into their program or teaching, as well as for graduate students who wish to get an overview on this topic. In the Preface and Chapter 1, Blake clearly sets the goal of the book and the theoretical basis from which his view on the incorporation of technology originates. The book is not intended to provide instructions on how to use technological tools. Instead, it offers an overview and evaluation of research and successfully used tools, thereby helping the readers to gain a broader understanding of them and encouraging the readers to conduct further research. The asset of the book lies in the fact that incorporation of technology is motivated based on Second Language Acquisition (SLA) theories, in particular the Interactionist Model, which states that social interaction is necessary for and facilitates L2 learning. It is an undeniable fact that living in a country where the target language is spoken provides students with abundant opportunities for input and social interaction. However, this is not a possible option for all learners. By presenting this gap between the ideal and the reality, the book guides the readers to the big question: Can technology then provide more opportunities for social interaction in classrooms? The book mainly focuses on answering this question. In addition, Blake emphasizes that the deci- sion to incorporate technology should be driven by principles of second language acquisition and should only be used in the service of language teaching and learning. By presenting such viewpoints in the beginning, Blake first sets up a rationale for and then justifies the use of technology in language classrooms. Issues in Applied Linguistics © 2009, Regents of the University of California ISSN 1050-4273 Vol. 17 No. 1, 67-69

Phrasal verbs (PVs) are notably essential for English language learners due to their common use in spoken and informal written language; however, English as a foreign language (EFL) learners may find it difficult to master phrasal verbs, not only at receptive but also productive levels. The syntactic and semantic complexities prove much more troublesome in academic writing for those learners whose mother tongue does not feature phrasal verb formations. Therefore, this study aims at exploring English majors’ difficulties with phrasal verbs in terms of syntactic, semantic properties, and formality and informality of phrasal verbs in academic writing at a tertiary institution in Ho Chi Minh City, Vietnam. The participants of the study consisted of 124 English majors. The quantitative and qualitative research methods were applied to collect data via questionnaire and semi-structured interview. The SPSS software (20.0) was used to process the quantitative data collected from questionnaires, while the content analysis was applied to analyze the qualitative data collected from semi-structured interviews. The results revealed that research participants faced difficulties in academic writing most from the semantic property, followed by the formality and informality of phrasal verbs and the syntactic property. Such preliminary findings are hoped to contribute to a better understanding of English as a foreign language learners’ difficulties with phrasal verbs as well as to enhance the quality of academic teaching and learning.

In terference form one language to target language is something that cannot be denied. This paper discusses about the notion of interference, interference and second or foreign language learning, interference and communication, interference and Indonesian learners and its process. In the interference, there are negative transfer that which leads to an error or inappropriate form in the target language and positive transfer that makes the learning easier. Furthermore, during the language communication, native language can influence target language and the like. Thus, interference in communication can be: (1) influence of language contact experienced by bilingual or multilingual person; (2) language infiltration that influence the system to both target and native language, causing negative effect; (3) personal utterances in a narrow space as a parole effect (speech). In addition, interference to Indonesian learners can be in the area of phonology, morphology, sentence, and semantics.Keywords;Interference; Second or Foreign Language Learning; Indonesian Learner

The importance of authentic communicative practices in foreign language (FL) learning has long been recognized. However, most FL learners lack adequate access to authentic communicative environments in the target language. In this article, we propose the use of telepresence robots as a potential solution to bridge this gap. Telepresence robots can be controlled by remote language learners online, enabling them to gain virtual access to authentic environments in the target language and to interact with native speakers in those environments in real time. In this exploratory study, three English learners and a native-speaker of American English participated in a campus tour activity using a telepresence robot. We examined the experience of our participants and the conversational features of their telepresence interactions through analyses of the interview data, field notes, and transcripts of conversations captured on video. Our findings show that telepresence robots have substantial potential for promoting FL learning by providing authentic communicative practice for remote language learners. The findings have useful implications for informing future research design.

Contents: Introduction. Part I: Important Social Contexts in Research on Second Language Teaching and Learning. Introduction. M.E. Brisk, Bilingual Education. M.R. Hawkins, ESL in Elementary Education. P.A. Duff, ESL in Secondary Schools: Programs, Problematics, and Possibilities. D.E. Murray, ESL in Adult Education. S. Carkin, English for Academic Purposes. P. Master, English for Specific Purposes. C. Roberts, English in the Workplace. B. Tomlinson, English as a Foreign Language: Matching Procedures to the Context of Learning. Y. Kachru, Teaching and Learning of World Englishes. Part II: Methods in Second Language Research. Introduction. L. Harklau, Ethnography and Ethnographic Research on Second Language Teaching and Learning. L. van Lier, Case Study. A. Lazaraton, Quantitative Research Methods. D. Nunan, Classroom Research. A. Burns, Action Research. Part III: Applied Linguistics and Second Language Research. Introduction. T. Pica, Second Language Acquisition Research and Applied Linguistics. S.L. McKay, Sociolinguistics and Second Language Learning. J. Zuengler, K.M. Cole, Language Socialization and Second Language Learning. G. Kasper, C. Roever, Pragmatics in Second Language Learning. J.P. Lantolf, Sociocultural and Second Language Learning Research: An Exegesis. N. Markee, Conversation Analysis for Second Language Acquisition. R.B. Kaplan, Contrastive Rhetoric. S. Conrad, Corpus Linguistics and L2 Teaching. Part IV: Second Language Processes and Development. Introduction. G. Ioup, Age in Second Language Development. R. DeKeyser, A. Juffs, Cognitive Considerations in L2 Learning. Z. Han, L. Selinker, Fossilization in L2 Learners. M. Swain, The Output Hypothesis: Theory and Research. E. Tarone, Speaking in a Second Language. M. Rost, L2 Listening. T.G. Wiley, Second Language Literacy and Biliteracy. P. Byrd, Instructed Grammar. D.E. Eskey, Reading in a Second Language. I.S.P. Nation, Teaching and Learning Vocabulary. J.S. Hedgcock, Taking Stock of Research and Pedagogy in L2 Writing. E. Hinkel, Analyses of Second Language Text and What Can Be Learned From Them. Part V: Methods and Curricula in Second Language Teaching. Introduction. S.J. Savignon, Communicative Language Teaching: Strategies and Goals. S. Fotos, Traditional and Grammar Translation Methods for Second Language Teaching. J. Williams, Form-Focused Instruction. M.A. Snow, A Model of Academic Literacy for Integrated Language and Content Instruction. R. Ellis, Instructed Language Learning and Task-Based Teaching. M. Celce-Murcia, E. Olshtain, Discourse-Based Approaches: A New Framework for Second Language Teaching and Learning. C.A. Chapelle, Computer-Assisted Language Learning. N.J. Anderson, L2 Learning Strategies. Part VI: Second Language Testing and Assessment. T. McNamara, Introduction. A.J. Kunnan, Language Assessment From a Wider Context. A. Davies, C. Elder, Validity and Validation in Language Testing. M. Chalhoub-Deville, C. Deville, A Look Back at and Forward to What Language Testers Measure. T. Lumley, A. Brown, Research Methods in Language Testing. D. Douglas, Testing Languages for Specific Purposes. C. Leung, Classroom Teacher Assessment of Second Language Development: Construct as Practice. Part VII: Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning. Introduction. T. Ricento, Considerations of Identity in L2 Learning. M. Byram, A. Feng, Teaching and Researching Intercultural Competence. S. Canagarajah, Critical Pedagogy in L2 Learning and Teaching. Part VIII: Language Planning and Policy and Language Rights. R.B. Baldauf, Jr., Introduction. R.B. Baldauf, Jr., Language Planning and Policy Research: An Overview. T. van Els, Status Planning for Learning and Teaching. A.J. Liddicoat, Corpus Planning: Syllabus and Materials Development. R.B. Baldauf, Jr., R.B. Kaplan, Language-in-Education Planning. D.E. Ager, Prestige and Image Planning. S. May, Language Planning and Minority Language Rights.

This community service activity aims to introduce innovative English teaching methods Storytelling in English learning to prospective English teacher students in the FKIP UNCEN English Language Study Program to be better prepared and trained in developing English learning that is able to integrate the three aspects of educational taxonomy, namely cognitive, affective, and psychomotor. In learning using Storytelling conditions, storytellers have to be more creative using the language focus in telling stories they read to students and at the same time asking questions that are able to stimulate students to think critically using the target language correctly in order to create the meaningful interaction and natural learning environment between both the storytellers and their listeners. The specific purpose of this activity is to introduce the use of Storytelling in teaching and learning English classroom in the context of the foreign language teaching and learning, and how it is managed to build a learning atmosphere to support the development of target language skills as well as learners’ critical thinking skills through classroom interaction in the form of dialogue and questions given by speakers. This community service activity involved students of the VII semester English language study program who take the Curriculum and Material Development course, conduct for about six month including the selection and deepening of the story that will be used for storytelling, a list of questions that have the potential to stimulate critical thinking skills, enrichment story material, implementation of community service activities, and seminars as a result of community service activities. This activity is useful for the readiness of prospective English teacher students in the English Education Study Program FKIP UNCEN in applying their knowledge and knowledge after completing their studies. Keywords: Critical Thinking Skills; Storytelling; Prospective English Teacher

This paper discusses relationships between language anxiety and self. Self refers to an individual’s (a) self-confidence, (b) language ego, L2/FL self or identity developed during second or foreign language learning, or a combination of both L1 self and L2/FL self. Based on previous literature on language anxiety and L2 or FL learning, language learners’ self-confidence might imply a lack of language anxiety which enhances language achievement (e.g., Casado & Dereshiwsky, 2004; Clément, 1980; Liu & Chen, 2013; Matsuda & Gobel, 2004; Onwuegbuzie, Bailey, & Daley, 1999; Peng & Woodrow, 2010; Ro, 2013). Language anxiety is an experience unique to the language learning process, and this unique emotion or experience may be associated with the anxiety of feeling limited, broken, incompetent, having another self or a different personality in a target language. I believe that while learning target languages, L2 or FL identities are developing, and L1 identities are reconstructed. Language learners may feel the loss of L1 identities in a target language context or may feel that they are not able to express their thoughts in a target language. When learners feel the loss of L1 identities, feel limited or broken, this may be language anxiety arising.

Discourse competence, which entails the interrelatedness of concepts in sentences in spoken and written language, is essential in the development of learners' receptive and productive English skills. Learners with excellent discourse competency skills can better grasp spoken and written texts on a local and global level. The main objective of this paper was to investigate the impact of discourse competence in grade 11 English First Additional Language (EFAL) learners’ writing skills. Halliday and Hassan’s Model of Evaluation framework, which advocates that the primary means of linking texts in discourse is through lexical cohesion, underpinned this study. This paper adopted an interpretivist paradigm. A qualitative approach was employed and a case study design was used to gather data from 40 purposely selected grade 11 learners. Document analysis was used. Findings indicated that (i) restricted knowledge of lexicon, (ii) inadequate knowledge about reiteration and collocation, and (iii) insufficient knowledge about appropriate use of cohesive and coherent devices, were among the established reasons for learners’ writing deficiencies. This paper recommends that essay writing skills can best be achieved through the implementation of the proposed recent language teaching methods such as the Text-based Approach, which uses texts to teach language structures and writing skills. The Department of Education should monitor the development of writing skills from the learners’ earliest years of schooling.

The capacity of authors to generate coherent articles largely relies on their proficient use of cohesive devices. This chapter examines the utilisation of reiteration by Grade 12 English First Additional Language (EFAL) learners in the Malamulele South Circuit to attain cohesiveness in their written English essays. Cohesion is an essential characteristic employed by educators when evaluating students' essays. Thus, a deficiency in consistency in writing may result in diminished grades or outright failure. The appropriate use of cohesive devices improves the logical progression and interrelation of phrases, paragraphs, and entire writings. This study employed a qualitative research methodology, sampling fifteen essays from a designated school in the Malamulele South Circuit. These essays have been assessed, reviewed, and finalised. Document analysis functioned as the principal method for data collecting. The results indicated that Grade 12 EFAL students in the Malamulele South Circuit employed many forms of reiteration, including repetition, synonyms, and antonyms, to construct cohesive writings. Nevertheless, the study emphasised that these learners frequently generated repetitive and redundant sentences due to their propensity to excessively repeat words and phrases for emphasis. Furthermore, they faced challenges in the proficient use of synonyms and antonyms.

The difficulties which many dyslexic students encounter in the learning of the English language often extend to the learning of a foreign language in school. Although this problem has been acknowledged for some time, and although the learning of a modern foreign language is a core element in the Scottish curriculum, there has been little research into how modern languages can be presented to offer the best learning opportunities to dyslexic students. Dyslexic students are likely to benefit from a multisensory approach to the learning of a modern foreign language, and it seems likely that they will need to utilize similar strategies to those used for learning their first language. Strategies are discussed with a view to making modern language learning more appropriate for students with difficulties in learning.

In the context of English as a Foreign Language (EFL), the state of being successful in foreign language learning should not be only determined by how well they perform in the written test but also by how good they are at using the target language to communicate messages orally. Beside getting more exposure to the target language as the language input for language learning, implementing appropriate learning strategies has proven to be one of influential aspects in contributing to the students’ success in learning English. In relation to this, this study aims to investigate kinds of learning strategies that have been implemented by successful students majoring in Hotel Management at Vocational Program of Universitas Brawijaya. After careful selection of the successful students, in-depth investigation to reveal their kinds of learning strategies were done by observing their classroom performance, distributing questionnaire, and interviewing them for further details of information. The results show that the students have employed compensation, meta-cognitive, social and cognitive strategies in helping them learn the target language. Future researchers are suggested to conduct a study on language learning strategies involving more learners from other majors in relation to their language learning.

Due to the changes in the approaches and methods in English language teaching throughout history, the use of mother tongue (L1) has been one of the most important topics discussed in the foreign language teaching field. Although most of the approaches used nowadays do not support the use of mother tongue, there is a change in the perception towards teachers’ code-switching in foreign language (L2) learning classrooms. There are various recent studies suggesting that using mother tongue facilitates foreign language learning. In this respect, the purpose of this study was to examine the teachers’ and students’ perceptions towards L1 use in L2 classrooms and under which circumstances they preferred using mother tongue. In addition, learners’ preferences of teachers’ code switching were also analyzed. Both teachers’ and students’ perceptions and beliefs on code switching were investigated using the questionnaires, classroom observations and interviews as data collection tools. There were 2 hour-observation periods (90 minutes) in the classrooms of 2 nd grade, 4 th grade and 7 th grade in which the circumstances of L1 use were analyzed to determine if there were any common characteristics of the L1 use. Findings of the revealed that there were some common circumstances where teachers code-switched to facilitate learning in the classroom and that students had some clear preferences for their teachers to switch to L1.

Responding to recent calls to situate language learning strategy (LLS) research in contexts, this study examined contextual factors that influence LLS use in two distinct learning environments: a target language environment (TLE) and a foreign language environment (FLE). Nineteen doctoral students from universities in the United States and China participated. Data were collected through a background survey and semi‐structured interviews. Analysis identified eight contextual factors that influenced learners' strategy choices across the two environments: access to the target language environment, participation in academic settings, availability of target‐language learning resources, experiences as teaching or research assistants, exposure to diverse accents and dialects, experiences in target language classes, social reactions to speaking the target language, and limited feedback on errors. These findings contribute to LLS research by underscoring the central role of learning context in influencing strategy use. More importantly, they offer insights into fostering more effective strategy use and improving language learning outcomes. Pedagogical implications are also discussed.

Although several researchers have demonstrated that foreign language (FL) learning experience has a limited effect on the short-term development of second language (L2) fluency, recent studies have suggested that learners can gain long-term (over one year) benefits from FL learning experiences. As a part of the present study, 50 Japanese university students were exposed to L2 learning experience over the course of one academic year to monitor its impact on L2 fluency measures (i.e. speed, breakdown, and repair fluency) in FL context. The relationship between the development of L2 fluency measures and learners’ learning experiences inside and outside the classroom was also investigated. The results showed a significant decrease in the length of between-clause and within-clause pauses that learners made. Furthermore, the correlational analysis showed that their L2 learning experience was uniquely associated with the development of between-clause pause frequency and repair frequency. These findings suggest that, while relatively long-term FL learning impacts the development of L2 fluency, it produces a unique pattern, whereby the effectiveness of FL learning is influenced by how students make the best use of their learning experiences.