English Teaching Methodology

1. UNIVERSITY OF THE ARMED FORCES
DISTANCE EDUCATION UNIT
LANGUAGES DEPARTMENT
SENTER SUPPORT 9
ENGLISH METODOLOGY
TEACHING
MSC. BONILLA NESTOR
TELLO PARRA SEGUNDO FABIAN
SUBJECT: THE CLASSROOM INTERACTION
LEVEL: SIXTH
PARTIAL: SECOND
ACTIVITY: 2,1,
6/22/2016 1METHODOLOGY FOR TEACHING ENGLISH

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Interaction classroom
Abstract:
Interaction is the collaborative exchange of thoughts,
feelings, or ideas between two or more people, resulting
in a reciprocal effect on each other.

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LITERATURE REVIEW
Discourse Analysis and Classroom Interaction. – Is the study
of language in use. It is the examination of language use by
members of a speech community.
• It includes the study of both spoken interaction and written
texts.
• Aid us in our interpretation and understanding of different
texts and types of talk.
• In analyzing the data, discourse analysts adopt an ethic or
external perspective on human behavior.
• The English textbooks taught in Iranian senior high schools do
not have appropriate contexts.

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METHODS
Data Collections. – Data analysis based on their degree of
comprehensibility and relevance.
• Covering homework material.
• Teaching gramatical points, Reading, vocabulary or a conversation.
• Listening to a text, whole class activity or a pair work.
Data Analysis Procedure. – The data collected were analyzed between
interaction participants.
• Teacher-Student Talk: Teacher-Student Talk which is quite a normal
phenomenon taking into account the context of the classroom and the
role relationships between teachers and students, the teacher being the
authority in the classroom.

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• Student-Teacher Talk: refers to the times when no answers were
provided by the student to the teachers’ questions or instructions;
the student simply remained silent, which can again be related to
contextual factors or the role relationships between teachers and
the students.
• Student-Student Talk: The students were more or less involved in
an interaction found in natural situations outside the classroom by
the teachers. However, some acts were missing in their discourse,
suggesting that their interaction was a limited one.

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There was not much difference between male and female teachers
regarding their patterns of interaction with their students,
Based on the results, it can be said that gender did not play an
important role in determining the patterns of interaction between the
teachers and the students.
Both male and female teachers tended to ask more ‘Display Questions’
than ‘Genuine Questions’
Comparing the evaluation given by male and female teachers, it is shown
that female teachers were more encouraging than male
teachers, providing more positive evaluation to the students as
feedback

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Participants. - This research was a case study of four Iranian
EFL teachers, teaching elementary level classrooms in an English
language school in Isfahan, Iran. They were all selected using
convenience-case sampling; thus, they were all ‘accessible, easy to
contact, and well-known. They were all BA holders in TEFL and they
had all completed the same teacher-training programs. They were
similar in age (22-28 years old), and they did not differ considerably
in terms of their teaching experience. It should be noted that these
four teachers had taken the paper version of Test of English as a
Foreign Language (TOEFL) in partial fulfillment of the requirements
for getting a job in the language school and they had all scored above
580, which reveals that they were all at advanced levels of English
language proficiency. Also, observations revealed that they enjoyed
high communication skills.

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Teacher’s Role. – The role of the teacher during these sessions is
passive yet very crucial. It is the responsibility of the teacher to créate
a learning atmosphere inside the classroom. It is through these
interactive sessions that the teacher can extract responses from
learners and motivate them to come out with new ideas related to the
topic. Teachers are observers who helps the learners to construct an
innovate learning product through group discussions, debates and many
more. Teachers will define themselves as planners who plans out the
best of the modules of interaction that would be effective to invite the
learners in classroom interaction.
Through classroom interaction the learners will be able to get
themselves involved with concepts, ideas and various other devices and
products for language learning.

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The Cycle of Feedback. - Improving classroom interaction involves
continually assessing your teaching, students learning, and your relationship
with the students. The students have a relationship with you, with each
other, and with the material. It's important to get feedback about all
three of these relationships. - Feedback happens on many timescales. How
did this go today? How is the quarter going? - Try a written mid-quarter
evaluation. For example: Ask which exercise was most helpful? Which was
least? - Use office hours to talk informally about how things are going -
Have your teaching observed or videotaped. - Make sure students
understand your assignments. Ask if there is anything else that they need
to handle the assignment. - Make your teaching transparent. Ask the
students if they understand why we are doing this assignment. You can also
use our workbook titled "Creating a Feedback Questionnaire" to help you
come up with additional methods for generating feedback from your
students.

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Conclusions
Foreign language teachers in classroom interaction and classroom
management argument that for non-native speakers, it may be
unreasonable to expect the exclusive use of the target language in the
classroom, because teachers are expected to use every possible means
at their disposal to fulfill their duty of educating their students and to
ensure the smoothness of classroom interaction.
CS, as a discourse strategy, is even more amenable to such contexts
where learners and teachers have homogenous ethnic and linguistic
backgrounds. Moreover, given the prevalence of large size and
occasionally mixed-ability classrooms in some EFL settings, teachers
would work to their students’ benefit if they judiciously used both L1
and the target language.

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In a nutshell, it can be claimed that judicious and skillful use of CS can
lead to better teacher-student classroom communication, boost the
quality of teaching, help students’ comprehension, and foster a healthier
friendlier teacher-student relationship, especially for the lower levels.

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Thanks a lot
MSC. Néstor