Classroom Interaction Features in EFL: What happens if Obstruction is More Excessive than Construction?

DOI

10.2991/iccsr-18.2018.40How to use a DOI?

Keywords

classroom interaction; teacher talk; construction; obstruction

Abstract

This study established qualitative design in attempt to reveal impact exceed of obstruction features than construction which occurred in EFL classroom in Indonesia. This present study involved an English teacher and thirty five students. She taught three times lesson meeting, each of lesson carried out ninety minutes. From the present study found obstruction i.e., short wait time, teacher control the interaction, display question and yes/no question, teacher interruptions, ignore student error, overlap and latch turn, and form focused feedback and construction i.e., extended wait time, student initiated talk, referential question and open ended question, speech modification, direct repair, scaffolding, and content feedback. This result provides critical insights that the implementation of communication in the classroom and also fruitful reflection of other FL (foreign language) teachers to be indigenous people who involve students’ contribution actively participate in classroom interaction.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Binti Aisiah Daning Sumari
AU  - Teguh Setiawan
PY  - 2018/07
DA  - 2018/07
TI  - Classroom Interaction Features in EFL: What happens if Obstruction is More Excessive than Construction?
BT  - Proceedings of the International Conference of Communication Science Research (ICCSR 2018)
PB  - Atlantis Press
SP  - 187
EP  - 191
SN  - 2352-5398
UR  - https://doi.org/10.2991/iccsr-18.2018.40
DO  - 10.2991/iccsr-18.2018.40
ID  - Sumari2018/07
ER  -