Learning interaction in the language classroom

Abstract

[Abstract] Over the past ten years, conversational analysis has had an important influence on second language acquisition and teaching. Following the work of Garfinkel, Sacks, Schegloff and Jefferson (1974) described how individuals open and close conversations, take tums, choose a topic and achieve interactional synchrony. There has also been a new emphasis on the interaction and discourse processes underlying the acquisition of a second language (Alwright, 1980, 1984; Hatch, 1978; Larsen-Freeman, 1980; Kramsch, 1981). However, the application of this research to classroom practices is very slow and their implications for teachers and learners are even slower. This paper analyses the nature of the language leaming tas~, the interaction and the factors which determine it: the roles of the participants, the tasks accomplished and the type of knowledge they exchange (Kramsch, 1985). After analyzing what actually happens in foreign and second language classrooms, we can say that, despite its own characteristics the discourse generated in the~ classroom have features in cornmon with the natural discourse. Good intentions and emphasis on cornmunication have only been the first attempt to learn how to use the natural discourse in the context of language classrooms. So, we suggest leaming natural discourse in the language classroom by modifing discourse management operations at the level of: - tum talking - topic management - pragmatic adjustments - learner-Iearner interactionl/ teacher-Iearner interaction.