Issues on Language Teaching

1. Chapter 2
Tools for Analising teacher-learner interaction
and pedagogical decision
Making in the EFL Classroom:
Five Classroom interaction
Richard J. Hodson

2. Inarculate or partial responses and L1 answers to questions posed in the
target L2; Modification of teacher vocabulary and the reduction of questions
from open to closed from:
Example:
Classroom behavior are exhibited by language learners and teachers on a
regular basis Mackey (1993)
Embarrasment
Hygiene resources
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Complexity of phonemenon:
Students inadequacy
Teacher decision
Genuine attempts at classroom communication
Analysis of pedagogical
decisionmaking in the
EFL classroom

3. Introduction
“Embarrassment and hygiene resources”
Mackay 1993 to describe problmatic classroom
situation and the strategies employment
by teacher to deal with them.
EFL or second language concern with cognitive and
cognitive to English teacher
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Students in performing task in
language:
The language that is not their own
Pedagogical decision
Lesson to process smoothly

4. Embarrassment and hygiene
resources in EFL/ESL literature
Mackay’s analysis and terminology has been widely taken up in EFL/ESL
literature
Mackay’s can be found throughout EFL/ESL literature,particularly in
assocition with Approaches which encourage language teachers to:
 Observed
 Reflect on
 Analyze their own classroom performance
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Stategies and terminology employed by these studies will be hygiene resources.
Richard and Lockert
1996,Thornbury 1996
and Brown 2001

5. Classroom situation
 Students Interaction
◎Micro implementation
decision (Tollefson’s (1989)
◎Macro implementation
issues :
Syllabus execution and
assesment procedures rather
than details of in class decision
making.
Observational goal and tools
Mackay
clasified was chosen as tool
:decision making could be
examined,on the basis that its
limited focus on specific,largely
complete,problematic
interaction,observational
framework and the economical
to implement in term of time.
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6. Observational goal and tools
 Class observation:
McDonough 1997
note,”going to introduce
some distortion form
normality.
1. The process of
recording a class
present some
technical
dificulties,affect the
quality of data
obtained and the
conduct of lesson
itself.
2. Ethical considrations
demanded.
3. The stundent
perfomance
EFL-specific
embarrassment
and hygiene
resources
McKay obseved
student behviours
are potentially
applicable to an
EFL
situation,teacher
resort to L1.
Embarrassment and
hygiene resources in
Japanese EFL
classroom
Expansion of minimal
responses
Example:
 The acceptance by
the
teacher”semantically
appropriate but
formal
inappropriate”,
 Students response,
 The formal and
qualitative expansion
of that response by
the teacher,
 Into a more
accpetable answer
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7. 7

8. Recast as a potential
sources of
embarrasment
Resembling MacKay’s
category of “expansion
of minimal responses”
but more specifically
applicable to the
teaaching of a
language,recast involve
teacher correction of an
L2 error in student
output, 8

9. “
Question Reduction
Interaction : Question
reduction”.in response
to the student’s
inability to answer an
open display question
to the teacher’s
satisfaction,the
teacher quickly it to a
closed-Choice
question:
“
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10. As the exchange continues is further reduce,in this case
even away from verbal questioning altogether,by the use
of gesture:
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11. Reasoning aloud/vicarious
dialogue
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MacKay’s hygiene resources, “ reasoning aloud for students”,and vicarious dialogue”
MacKay’s terms as either silent,undluy,delayed,incomprehensible or inartculate but simply as
inadquate in the students responses did not supply the information that the teacher wished to
elicit.

12. 12

13. Complex embarrasement
our office
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A number of classroom interactions exemined above can not be
accounted for solely in terms of MacKay’s observations.
Classes sugest that the categorization need to be expanded and
formulated if they are to take account of the potential complexity of EFL
classroom embarrasement.

14. Display/
referential
confunsion
The smooth
unfolding of the
lesson is hindered or
obstructed not by
inadequate response
on the part of the
student,but by an
unexpected
responce:
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15. Inner/outer language
confusion
A student’s attempt to use English for
communicate purpose in the classroom
(Willis 1987) identified: as “outer”language is tools for
analyze teacher learners interaction
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16. Pacing
Teacher
Students
Question
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Interaction
Lesson as a whole
Richard and Lockhart 1996 : teachers often use a very short wait time
which is rarely suficient to enable students to respond.

17. Response and anticipation
The students give direct
responce to the
teacher,awarnes that the
task immediately preceding
the hygiene strategy is
being perfomed
inaequetely preceding the
hygiene strategy is being
performed inadequately
enough to interferewith the
planned execution of the
lesson”
Teacher talk
Language teacher
probably safe to
assume,turn to “teacher
talk”.
Krashhen 1985
Convensional proves impractical in the
classroom,but rather as a part of a considered or
instinctive in the classroom.but the as a pat of a
considered or instinctive approach to providing their
student with comprehensible input.
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18. Conclusion:
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Interaction is needed for teacher and learner in a classroom.
Teacher should have knowledge about pedagogical to help them
handle and designing good situation in class.The effective
interaction which happens in the classroom can increase students’
language performance. Not only students get the impact of the
importance of good interaction but the teacher can also improve
their teaching and learning process in the classroom. In the other
hand interaction can engage the students’ participation in the
classroom by using the suitable teachers’ talk and classroom
interaction is beneficial in the teaching and learning process
especially for English learning or L2 Learning process.

19. Referrence
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20. thanks!
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