Chapter The importance of internation patterns in esl classes

Conclusion

It can be concluded that the patterns of teaching-learning interaction appear variously and constantly. These patterns show that the process of teaching and learning is not always dominated by the teachers. It clearly shows that the students engaged in any classroom activity. The patterns of interaction absolutely enhance the students talk and participation in the class.
The interaction patterns of group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration appear in the class when the teachers apply communicative learning activities such as drills, crack the case, and games. In short, these patterns of teaching-learning interaction emerge among teacher and student(s) and/or student(s) and student(s) in relation to the teacher talk and the students talk categories used during classroom activities.

References

Bentley, K. 2007. STT: Student Talking Time. How Can Teachers Develop Learners’ Communication Skills in a Secondary School CLIL Programme? Volumen Monografico, 129-139.
Brock-Utne, B. 2006. Learning through a Familiar Language versus Learning through a Foreign Language-a Look at Some Secondary School Classrooms in Tanzania. In: Brook-utne, B., Z Desai, & M. Qorro (Eds). Focus on Fresh Data on the Language of Instruction Debate in Tanzania and South Africa. Cape Town: African Minds, 19-40.
Brown, H. D. 2000. Teaching by Principles: An Interactive Approach to Language Pedagogy (2^nd Edition). New York: Pearson Education.
Jones, L. 2007. The Student-Centered Classroom. Cambridge: Cambridge University Press.
Lightbown, P. & Spada, N. 1999. How Languages are learned. Cambridge: Cambridge University Press.
Meng, X. & Wang, X. 2011. Action Study of Teacher’s Language on EFL Classroom Interaction. Theory and Practice in Language Studies, 1(1), 98-104.
Rashidi, N. & Rafieerad, M. 2010. Analyzing Patterns of Classroom Interaction in EFL Classrooms in Iran. The Journal of ASIA TEFL, 7(3), 93-120.
Sadeghi, S., Ketabi, S., Tavakoli, M., & Sadeghi, M. 2012. Application of Critical Classroom Discourse Analysis (CCDA) in Analyzing Classroom Interaction. English Language Teaching, 5(1), 166-173).
Storch, N. 2001. How Collaborative is Pair Work? ESL Tertiary Students Composing in Pairs. Language Teaching Research, 5, 29-53.
Ur, P. 1996. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press. Wallace, T., Stariba, W.E., and Walberg, H.J. 2004. Teaching Speaking, Listening, and Writing. Brussels:
International Academy of Education.
Watcyn-Jones, P. 2002. Pair Work 2. Penguin Books.

1^ Bentley, K. 2007. STT: Student Talking Time. How Can Teachers Develop Learners’ Communication Skills in a Secondary School CLIL Programme? Volumen Monografico, 129-139.

2^ Brock-Utne, B. 2006. Learning through a Familiar Language versus Learning through a Foreign Language-a Look at Some Secondary School Classrooms in Tanzania. In: Brook-utne, B., Z Desai, & M. Qorro (Eds). Focus on Fresh Data on the Language of Instruction Debate in Tanzania and South Africa. Cape Town: African Minds, 19-40.

3^ Brown, H. D. 2000. Teaching by Principles: An Interactive Approach to Language Pedagogy (2^nd Edition). New York: Pearson Education.

4^ Lightbown, P. & Spada, N. 1999. How Languages are learned. Cambridge: Cambridge University Press.

5^ Jane Sunderland Language and Gender: An advanced resource book 2006 385p

6^ Ma’rufov Z.M., O’zbek tilining izohli lug‘ati I-II, M., Russkiy yazik, 1981, p. 63, 97, 110.

7^ Weedon, Chris Feminist Practice, and Poststructuralist Theory. Oxford: Basil Blackwell. 2nd edn. 1996.

8^ Маслова В. А. М 31 Лингвокультурология: Учеб. пособие для студ. высш. учеб, заведений. -- М., «Академия», 2001, C. 35.