Second-Language Classroom Interaction: Questions and Answers in ESL Classes, by Ann C. Wintergerst. Toronto, Buffalo, and London: University of Toronto Press, 1994. xv + 159.

Abstract

Second-Language Classroom Interaction: Questions and Answers in ESL Classes by Ann C. Wintergerst. Toronto, Buffalo, and London: University of Toronto Press, 1994. xv + 159. Reviewed by Kylie Hsu University of California, Los Angeles This bode presents an empirical study of teacher-student interaction in classes, particularly in the area of student responses to ESL teachers' questioning techniques. Data were gathered from six teachers and their twelve ESL classes at an English language institute in New York City during the spring semester of Three of the classes were beginning-level and the other three were The students included native speakers of Amharic, Arabic, advanced-level. Chinese, French, Turkish. Those Italian, Japanese, whose Test of English Korean, Portuguese, Spanish, Thai, and as a Foreign Language (TOEFL) scores fell below 400 were placed in beginning-level classes, while those who scaed around 500 wCTe placed in advanced-level classes. Except for their language background and TOEFL scenes, no other information on the twenty-seven students was available. Wintergerst begins her book by reviewing research on teachers' talk and question behaviors in (non-ESL) content classrooms and ESL classrooms. She summarizes previous related research and highlights the works of Gamta (1976), Rwakyaka (1976), Lobman (1979), Shapiro-Skrobe (1982), Mines (1983), and Libdeh (1984). Then the author moves on to the research methodology in ha- study, and discusses the research setting, subjects, data collection and analysis. The observation system used in the study Fanselow's (1987) Foci for Observing Communications Used in Settings (FCXTUS) plays a major role in the analysis of classroom interaction in terms of the following communication characteristics: sourceAarget, move type, medium, use, and content Sourcel target refers to who <x what is communicating to whom or what. In a classroom setting, the source and target of communication essentially involve either the teacher or the student reacting. Move pedagogical purpose of communication A structuring move type refers to the four moves for the e.g., structuring, soliciting, responding, and sets the stage for a subsequent activity, Alright, we're going to be in this room to help Ann with her tape-recordings. A a response to a question, request or command, e.g., move answers a question csr responds to a request OT command, e.g., I am thirty-seven years old. A reacting move is a reflexive move that is not solicited by others. It can be a comment on what soliciting elicits move How old are you? A responding othCTS have communicated, e.g., Sounds like Raphael had a wonderful party. I Issues in Applied Linguistics ISSN 1050-4273 Vol. 6 No. 2 Regents of the University of California