| dc.description.abstract | Recent research into classroom processes has been motivated by the recognition
that the successful outcome of language lessons may depend on the interaction
occurring in the classroom.
Literature dealing with the relevance of input and interaction in naturalistic language
acquisition, both in first and second language acquisition, has been discussed.
Important characteristics of "Motherese" and "Foreigner Talk", used in naturalistic
settings, as well as "Teacher Talk" and "Pupil Talk", which occurs in the L2
classroom, were to discussed to determine the similarities between L 1 and L2
acquisition.
Regarding the L2 classroom, it has been hypothesized that classroom interaction
can be a major variable affecting SLA. Despite the research, however, there seems
to be no clear evidence that the quantity of pupil participation can account for
improvement in communication proficiency. The quantity is not as important as the
quality of participation. This quality of participation appears to be determined by the
degree of control pupils have over the interaction.
This research indicates that the majority of pupil contributions are merely responses
solicited by the teacher. Pupils also have a limited degree of control over the
discourse.
Additionally, this study focused on the affective atmosphere of the classroom as
another factor which influences pupil participation. Tuckman's Teacher Feedback
Form was used to gauge the affective atmosphere as perceived by the pupils. The
results indicate that teachers, although generally warm and accepting, seem to be
inflexible and lack dynamism when presenting the lesson content. This has a
definite influence on pupil participation. | en_US |
