Abstract
This study investigates the effects of classroom interactions between a) students and students and b) students and teachers on the learning of English passivization by L1 Chinese adult learners of English as a foreign language during the language input and output treatments. In phase 1, both groups were asked to read and underline the input material. After the materials were collected, the participants were required to produce the first reconstruction. After having been exposed to the same input material again, the participants produced the reconstruction the second time. In phase 2, participants wrote a short passage on a given topic and were presented a sample of the writing provided by the participating teacher. The results of this study suggest that classroom interaction and the language output may trigger learners to notice the target form and have a positive effect on improving the learning of a foreign language.
Highlights
The efficacy of language teaching and learning has been the subject of research for many years, and most of the researchers have focused their studies on second language acquisition
There was a significant increase in the number of correctly identified passive forms from Task A to Task B: from 46% to 95% for the treatment group (TG) and 42% to 74% for the non-treatment group (NTG)
In Task B, learners in the TG who were involved in classroom interactions outperformed the non-treatment group: 95% vs. 74%
Summary
The efficacy of language teaching and learning has been the subject of research for many years, and most of the researchers have focused their studies on second language acquisition. The difference between second language acquisition and foreign language learning lies in that the second language acquirers have opportunities to practice the target language outside the classroom, while foreign language learners only have limited opportunities to learn English in the classroom. This observation prompted the present study, which explores the efficiency and effectiveness of classroom teaching on learning EFL. The present study focuses on the roles of the classroom interactions in promoting language output when learners learn a certain target language form as a foreign language
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