Interaction patterns

What is interaction?
It is the collaborative exchange of thoughts,
feelings or ideas, resulting in a reciprocal effect
on each other. H. D. Brown
Why essential?
VygotskyZPD : zone of proximal development, a level of
development attained when children engage in social behavior.
Full development of the ZPD depends upon full social interaction.
The range of skill that can be developed with adult guidance or
peer collaboration exceeds what can be attained alone.
Interaction Hypothesis (Long, 1985) :
negotiation of meaning => generation of input favourable for
second language development
Learners can become skilled at actually doing the things they
have been taught about :
turning 'knowledge that' into 'knowledge how'
Some factors benefit or affect the students
interaction in the language classroom.
the personality factors (Brown, 1980) such as the
intrinsic or extrinsic motivation, self- esteem, empathy,
anxiety, the extroverted and introverted students
personality types,
sociocultural factors as students attitudes (Champeau,
1989) as well as the culture within the classroom.
Types of interaction
Interaction can be described depending on the dominant type
of interaction that is taking place in the English classroom
(Celce-Murcia, 1989).
teacher-dominated,
teacher-centered,
student-centered classrooms.

Allwright (1984) defined three types of oral engagement
language lessons :
compliance,
navigation,
Negotiation.
Patterns of interaction
Correcting
Comprehension
Requesting
Questioning
display and referential questions
Convergent and divergent questions
A study of classroom interaction (Norman and
Sprinthall, 1990) showed that teachers did most
of the talking (70 %) and that their talk consisted
of questions.
YOU REMEMBER . . .
10% of WHAT
YOU READ
20% of WHAT
YOU HEAR
30% of WHAT
YOU SEE
50% of WHAT
YOU SEE AND
LISTEN TO
70% of WHAT
YOU SAY
90% of WHAT
YOU SAY AS YOU DO IT
PERFORMANCE
95% IF THERE IS
LANGUAGE PERFORMANCE
AND OBSERVATION.