CHAPTER I
CLASSROOM
INTERACTION
A.
Definition of Classroom Interaction
Classroom
Interaction is a practice that enhances the
development of the two very important language skills which are speaking and
listening among the learners. This device helps the learner to be competent
enough to think critically and share their views among their peers.
The Cambridge International Dictionary
of English defines the verb ‘to interact’ as ‘to communicate with or react
to (each other)’. The New Oxford Dictionary of English defines the noun
‘interaction’ as a ‘reciprocal action or influence’. Therefore interaction
is more than action followed by reaction. It includes acting reciprocally,
acting upon each other.
B.
Objectives
of Classroom Interaction
-
To helps
the learners to identify their own learning methods
-
to guide the learners
to communicate with their peers easily and will give them an exposure to the
vase genres of language learning
-
To help
the learner to come face to face with the various types of interaction that can
take place inside the classroom
-
meaningful
communication among the students in their target language.
-
probing into the
learners’ prior learning ability and their way of conceptualizing facts and
ideas
-
to help the teacher to
have a detailed study of the nature and the frequency of student interaction
inside the classroom.
CHAPTER II
TYPES OF
CLASSROOM INTERACTION
There are some types of Classroom Interaction :
1.
Collaborative
Learning
Collaborative learning is an educational approach that involves
groups of learners working together to solve a problem, complete a task, or
create a product. It is based on the idea that learning is a naturally social
act. Learning occurs though active engagement among peers, either face-to-face
or online. We can also define Collaborative learning is a method of teaching
and learning in which students team together to explore a significant question
or create a meaningful project. A group of students discussing a lecture or
students from different schools working together over the Internet on a shared
assignment are both examples of collaborative learning.
2.
Discussions
and Debate
Discussions
involve the teacher and students: the teacher encourages students to
share and clarify their thoughts. The teacher encourages students to
listen to one another, and to dig deeper into the ideas they are discussing.
Finally, students begin to move beyond their own thoughts, and to consider and
discuss the ideas of their classmates.
Debates
are planned classroom activities in which one particular claim or idea is
discussed, and then students plan together to present their positions on the
central claim or idea. The focus is not on winning or losing the debate –
the purpose is to develop students’ abilities to think through a set of claims
or arguments, in order to deepen their understanding and enhance their ability
to learn.
3.
Interactive
Session
4.
Loud
Reading
Reading aloud is a classroom
activity in which one person is reading while others listen. Reading aloud may
be performed by the teacher or student. Reading aloud may be performed by a
single person or by a group taking turns. This form of highly structured
classroom interaction allows all students to be focused at exactly the same
point in a reading. This allows students to easily focus on vocabulary and
pronunciation
5.
Story-telling
6.
Soliloquies
7.
Conversation
with learners
8.
Role
Play
Role-playing is an activity in which
students take on given or chosen roles and act out a scene with others. This
form of interaction lends itself to almost any situation, and the only
restriction is a student's imagination. Role-playing allows students to
demonstrate their creativity and knowledge about their roles, and it allows
students to think outside of the constraints of the classroom and consider how
they might apply the learned material to the real world. This form of
interaction can integrate different subjects into one activity.
9.
Question and
answer
Question-and-answer is a traditional
form of classroom interaction in which a teacher or student explains and poses
a question for the other. Questions asked by the teacher are usually for the
purpose of assessment, while questions asked by the students are usually for
obtaining new information. The Socratic method is also a form of
question-and-answer interaction. The Socratic method is a form of asking
questions with the intent of leading students to discover the answer
themselves. Question-and-answer as a form of interactive learning allows
students to have a large influence on the agenda of the classroom, because it
allows them to freely express their thoughts and feelings.
CHAPTER III
STEPS OF
CLASSROOM INTERACTION
ü There are some
steps to making role play :
- Step 1 - A Situation for a Role Play
To begin with, choose a situation for a
role play, keeping in mind students' needs and interests (Livingstone, 1983).
Teachers should select role plays that will give the students an opportunity to
practice what they have learned. At the same time, we need a role play that
interests the students. One way to make sure your role play is interesting is
to let the students choose the situation themselves. They might either suggest
themes that intrigue them or select a topic from a list of given situations. To
find a situation for a role play, write down situations you encounter in your
own life, or read a book or watch a movie, because their scenes can provide
many different role play situations. You might make up an effective role play
based on cultural differences.
- Step 2 - Role Play Design
After
choosing a context for a role play, the next step is to come up with ideas on
how this situation may develop. Students' level of language proficiency should
be taken into consideration (Livingstone, 1983). If you feel that your role
play requires more profound linguistic competence than the students possess, it
would probably be better to simplify it or to leave it until appropriate. On
low intermediate and more advanced levels, role plays with problems or
conflicts in them work very well because they motivate the characters to talk
(Shaw, Corsini, Blake & Mouton, 1980; Horner & McGinley, 1990). To
build in these problems let the standard script go wrong. This will generate
tension and make the role play more interesting. For example, in a role play situation
at the market the participants have conflicting role information. One or two
students have their lists of things to buy while another two or three students
are salespeople who don't have anything the first group needs, but can offer
slightly or absolutely different things.
- Step 3 - Linguistic Preparation
Once you have selected a suitable
role play, predict the language needed for it. At the beginning level, the
language needed is almost completely predictable. The higher the level of
students the more difficult it is to prefigure accurately what language
students will need, but some prediction is possible anyway (Livingstone, 1983).
It is recommended to introduce any new vocabulary before the role play
(Sciartilli, 1983).
- Step 4 - Factual Preparation
This step implies providing the
students with concrete information and clear role descriptions so that they
could play their roles with confidence. For example, in the situation at a
railway station, the person giving the information should have relevant
information: the times and destination of the trains, prices of tickets, etc.
In a more advanced class and in a more elaborate situation include on a cue
card a fictitious name, status, age, personality, and fictitious interests and
desires.
- Step 5 - Assigning the Roles
Some instructors ask for volunteers
to act out a role play in front of the class (Matwiejczuk, 1997), though it
might be a good idea to plan in advance what roles to assign to which students.
At the beginning level the teacher can take one of the roles and act it out as
a model. Sometimes, the students have role play exercises for the home task.
They learn useful words and expressions, think about what they can say and then
act out the role play in the next class.
- Step 6 - Follow-up
Once the role play is finished,
spend some time on debriefing. This does not mean pointing out and correcting
mistakes. After the role play, the students are satisfied with themselves, they
feel that they have used their knowledge of the language for something concrete
and useful. This feeling of satisfaction will disappear if every mistake is
analyzed. It might also make the students less confident and less willing to do
the other role plays (Livingstone, 1983)
BIBLIOGRAPHY
-
Crookall, D., &
Oxford, R. L. (1990). Linking language learning and simulation/gaming. In D.
Crookall& R.L. Oxford (Eds.), Simulation, gaming and language learning
(pp. 3-24). New York: Newbury House Publishers.
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