Effect of the interaction patterns in the language classroom
Abstract
This paper intends to analyze the student's patterns of interaction in a private institution in Cartagena de Indias; the data was collected through classroom observation and analyzed using the FLINT system and a set of principles of instructed language learning. The results show that 67% of the interventions were done by students under the category of peer interaction, which means students asking questions or answering to peers and 33% were interventions done by the teacher mainly focused on giving directions; regarding Ellis principles, opportunities for output was the most significant finding in the study. It can be observed the most evident patterns preferred by students in social interaction and the importance of teacher scaffolding in the mediation process.
KEY WORDS:
interaction patterns, ZPD, mediation process, scaffolding
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References
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