Classroom Interaction in Second Language Teaching and Learning in the Vocational Education Development Centre (VEDC)
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Date
2012-03
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The British University in Dubai (BUiD)
Abstract
The purpose of this study is to investigate the influence of classroom interaction in second language (L2) teaching and learning. The study also highlights the impact of interactional feedback in second language acquisition (SLA) and explores the relationship between classroom interaction and motivation. The main context of the research is the Vocational Education Development Centre (VEDC), UAE. The collected data of the mixed-methods approach is based on the 22 English language teachers in the VEDC. The questionnaires and the lesson observations schedule were the research instruments combining both the quantitative and qualitative research methods so as to have correspondent and corroborated results. The research starts with the introduction, the related literature review and then, the research methodology followed by the research findings and data analysis. The discussion of the findings is compared with the related literature background and finally, overall conclusion and recommendations. The findings of this study sustain the hypothesis that classroom interaction facilitates SLA and proper handling of feedback during interaction positively affects SLA. Additionally, proper patterns of classroom interaction not only contribute to L2 learning, but also affect positively the students’ motivation to be engaged in the learning process and development. This recommends the importance of interactional classroom, feedback and motivation in L2 teaching and learning.
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Keywords
classroom Interaction, second language teaching and learning, Vocational Education Development Centre (VEDC), second language acquisition, motivation, English language teachers