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Classroom Research:

Interaction Analysis
Analyzing Classroom Interaction Data
Teacher error-correction data
Learner-to-learner interaction data
Designing your own classroom research
Picking a topic
Picking a technique
Interpreting classroom research
Significance of classroom research
Teacher error-correction data

Sinclair and Coulthard claim that the most frequent kind of classroom
interaction is conducted between teacher (T) and students (S) in the
form of IRF exchanges, where I = Initiating move, R = Responding
move, F = Follow-up move.
Example
I/T = What comes next?
R/S= Boy going.
F/T= Did you say that the boy is going somewhere?
7 errors categories
Phonological
Lexical
Morphological
Syntactic
Discourse
Dialect
Content
Types of teacher correction
Model correct form
Drill correct form
Repeats faulty form
Prompts correct form
Explains correct form
(Re)states teaching form
Tells student what to say
Reduces instruction
Expands directions
Learner-to-learner interaction data
Instruments according to Chaudron:
- The recording procedure
- The degree of researcher intuition
- The number of categories in the system
- Multiple coding
- Real-time coding
- The unit of analysis
- The focus of observation
Designing your own classroom research
Clarifying your beliefs, picking your tenets
Axiom built teacher preparation
- Axiom 1 : learners learn more effectively when give positive feedback
- Axiom 2 : learners learn from hearing, reading and interacting
- Axiom 3 : Giving learners time to think after a teacher question
- Axiom 4 : Real questions to learners will produce more interaction
- Axiom 5 : The more language interaction involving learner
participation
Picking a topic
There is a host of potential topics on which conduct your own
classroom interaction research.
Variety of teacher-focused topics:
- Teacher question
- Teacher error correction
- Quantity of teacher speech
- Teacher explanations
- Teacher wait-time for learner responses, etc
Picking a technique
Variety of alternative research technique
- Diaries
- Journals
- Ethnographic records
- Interviews
- Field notes
- Simulated recall
- Case studies
- Formal experiments
- Questionaries'
- Checklist
- Simulated classroom data
- Protocol analysis
- Action research
Interpreting classroom research
Researcher interpretation
- The world of classroom interactions
- Interactions the researcher observer
- Interaction the researcher recorded as data
- Interactions the researcher selected for analysis
- Extracts from interactions selected for reporting
- Features selected from extracts for focus
- Features highlighted as evidence for interpretations
Significance of classroom research
Positive code
- Recruitment of interest (RI)
- Modelling (M)
- Feedback (F)
- Direction Maintenance (DM)
- Group Maintenance (GM)
- Questioning (Q1)
- Questioning (Q2)
- Propositional Knowledge (PK)
- Task Structuring (TS)
Negative Code
- Erroneous Feedback (EF)
- Assertions without explanations (A)
- Lack of Frustration Control (FC)
- Inauthentic Questions (NQ)
There are three areas in which classroom interaction studies have had
major influence on discussion of language pedagogy. These areas
involve:
- Teacher-student interaction
- Student-student interaction
- Student-text interaction

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