Classroom Interactional Competence: A Reflective Practice To Classroom Interaction

Résumé: Language learning in a classroom context is firmly tied to the various communicative practices by which learners interact with each other and their teacher. In this sense, classroom interaction explores the relationship between language, interaction and learning. Tied to this relationship is the need to explore the relationship between classroom interaction and teaching. The aim of the present study is to analyse the major features of classroom interactional competence in order to better describe and explain how classroom interaction is used. To this end, this study targeted one first year LMD oral classroom at Saida University. To achieve the aim of the study, the researcher used a research design based on quantitative research method. The oral class was audio-taped and analysed in terms of turns, and also was subjected to a categorisation and coding procedure for the purpose of delineating quantitatively the interactional features (interactures). The interactional features were adapted following Walsh’ (2011) Self-Evaluation of Teacher Talk (SETT) model, some interactional modifications involved in the negotiated meaning based on Pica and Daughty 1985 a, and students’ meaning negotiation with no teacher intervention adapted by the researcher. The quantitative analysis of data indicated that classroom interactional competence was mostly featured with more opportunities for negotiation of meaning that were supported with the students’ attempt to negotiate meaning with no teacher intervention, comprehension check, and confirmation check. In addition, it was revealed that the various communicative practices in classroom created more opportunities to have better learning space through extended learner turns. Besides, the results indicated the existence of a more balanced teacher and students’ talks amount, which were associated with more questions asked by the teacher.

Publié dans la revue: الباحث