London Met Repository (London Metropolitan University) · 2012 · 21 citations · 37 references
Open access
Second Language LearningEffective Teaching StrategiesMultilingualismSecond Language SpeakingLanguage DevelopmentLanguage EducationEducationCommunicationClassroom DiscourseLanguage TeachingTeacher EducationSecond Language AcquisitionLanguage AcquisitionLanguage StudiesEnglish As A Second LanguageInteraction StrategiesSecond Language EducationForeign Language Teacher EducationSociolinguisticsLanguage CurriculumTask-based Language TeachingForeign Language LearningLanguage Teacher TalkForeign Language EducationClassroom LanguageSecond Language TeachingForeign LanguageForeign Language Acquisition
This article looks at English as a Foreign Language (EFL) learners’ willingness to communicate (WTC) as one of the predictors of their participation in classroom activities and L2 use in the classroom. A review of the literature highlights the potential role of teachers’ discourse and interaction strategies as one of the causes of learners’ WTC. Through reviewing the relevant literature and by deriving some insights into the relationship between language teacher talk and learners’ opportunity to participate, we suggest ways in which teachers can intervene in their patterns of teacher-learner interaction to provide their learners with ample opportunities to volunteer ideas and to participate more in classroom activities.
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