Interaction Patterns in Teacher- Student Talk in Elt Classrooms

Abstract

Promoting students' talk in classroom interaction has became a focal point in the field of education today, and therefore many researchers have practised seriously the subject of student talk in foreign countries but very few have happened in our case. The main objectives of this study were to find out the existing situation of secondary level students' talk in classroom interaction and to explore the patterns of classroom interaction practised in secondary level. To fulfil the objectives of this study survey research design was used to collect the data. Questionnaire and observation checklist were used as research tools. The research findings revealed that secondary level ELT teachers used different interaction patterns to promote their student talk namely teacher initiation, individual work, close-ended questioning, group work, choral responses, full class interaction, open- ended questioning and self-access. Among them mostly used pattern was teacher initiation pattern. As a result, classrooms were highly teacher dominated. To promote students' participation in classroom interactions teachers were found using different strategies, are control of interaction, questioning, negotiation and error treatment. Similarly talking about the current situation of student talk, they were less motivated and participated to talk in classrooms. Teachers were tended to speak more rather than encouraging and giving an opportunity to students.