Learner initiative in the language classroom

Sue Garton

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Linguistics and Language Analysis

Abstract

This article looks at learner initiative in teacher‐fronted activities, and how this can influence classroom interaction. Extracts from lesson transcripts of adult evening classes in Italy are used to give a precise definition of what is meant by learner initiative, and to illustrate how it can change interaction patterns. It is suggested that learner initiative could have an important role to play in promoting comprehensible input and output, and therefore language learning. It will be seen how, by giving learners more space and time, initiative can be actively encouraged. However, there are also direct implications in this for teacher training, as it would be necessary to change traditional interaction patterns and make learner initiative more effective.

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References

1985Communicative competence : Some roles of comprehensible input and comprehensible output in its development 1985Understanding second language acquisition 1994Lexical Phrases and Language Teaching 1987The Impact of Interaction on Comprehension 1990The classroom and the language learner . By Leo van Lier. (Applied linguistics and language study.) London & New York: Longman, 1988. Pp. xviii. 262. $15.50.1989The classroom and the language learner 1996Teacher-Learner Negotiation in Content-Based Instruction: Communication at Cross-Purposes?2014Interaction in the Language Curriculum

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2016Implicit and Explicit Teaching of English Speaking in the EFL Classroom 2016Learner initiative in action: Post-expansion sequences in a novice ESL survey interview task 2011An investigation of Libyan EFL teachers’ conceptions of the communicative learner-centred approach in relation to their implementation of an English language curriculum innovation in secondary schools 2015Causes of Students' Limited Participation in EFL Classroom: Ethiopian Public Universities in Focus 2018

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