UNIVERSIDAD DE GUADALAJARA

LICENCIATUTRA MODULAR SEMIESCOLARIZADA EN

DOCENCIA DEL INGLS COMO LENGUA EXTRANJERA
(LIMSEDILE)

UNIT II

ACTIVIDAD DE APRENDIZAJE INTEGRADORA

MOVES AND ACTS

TUTOR: JUAN JOS AVILA RESENDIZ

juanjo_shofar@hotmail.com

STUDENT: JOS SAL BARAJAS VILLEGAS

saulbv79@hotmail.com
GUADALAJARA, JALISCO. OCTOBER 9th, 2015
 INTRODUCTION
Undoubtedly, one of the most important factors that we as teachers should take into
consideration to facilitate the learning process is the interaction inside our classroom. It is
important that teachers reflect on the way they interact with their learners during their lessons so
that they can analyze and identify new forms to enhance learners participation in class, in other
words improve the learners interaction with the solely purpose that in the end the new input indeed
become part of the learners intake.
The aim of this essay is to account, analyze and make a reflection on the classroom interaction
which has taken place during one of my class. This academic paper is comprised by an
introduction, a theoretical background, and information about the group which was selected to
carry out the analysis (context), analysis, conclusion and references.

THEORETICAL BACKGROUND
What is interaction? According to Brown (2007), interaction is the collaborative exchange of
thoughts, feelings, or ideas between two or more people, resulting in a reciprocal effect on each
other (p. 212). I want to add that this interaction takes place in the classroom in different forms;
for example, when we elicit a response from a student, a student ask a question for clarification or
when we praise a student for a correct answer.
As defined by Tsui (2001) classroom interaction refers to the interaction between the teacher
and learners, and amongst the learners, in the classroom (p.120). And she adds that there are
certain important factors which play an important role in the classroom interaction, these are:
teacher and learners beliefs, social and cultural background of the teacher and the learners, and the
psychological aspects of second and foreign language learning (p.120).
There are several ways of analyzing interaction in the classroom. In this academic paper I have
used Sinclair and Coulthards classification system.

CONTEXT
The class recorded consists of twenty-five students male and female aged 19 to 23 years old
who are currently taking the course English III. The level of English in this class is pre-
intermediate. These students are in the third semester of mechatronics. They attend classes three
hours a week, two hours on Mondays and one hour on Tuesdays.
The learners were asked to complete unit six of the workbook World English 2 for homework
the day before the recording took place. Then, during the class the students checked their answers
as a whole class with the help of the teacher. The learners were asking any doubts and the teacher
was eliciting the answers about the homework exercises. The name of the unit is transitions and
the objectives in this unit are: to present vocabulary related to stages in life, to review the uses and
forms of the simple past contrasted with the present perfect, to learn how to make questions with
how plus adverbs and to practice reading for specific information.
 ANALYSIS
T Now what we are going to do is check the homework. Metastatement
T Please, switch your notebook with a classmate. Direct
T Can you tell me the answer for number three, please? Elicit
T Antonio, Please Nominate
S Adulthood adult. Reply
T Thats right. Accept
T Whats the answer for adolescence? Elicit
SS Me, me, (raised hands) teacher. Bid
T Mario please. Nominate
S Teenager. Reply
T Excellent, Mario. Praise
T Good. Lets continue with exercise C. Focus
T Lets carry on. Circle the correct form, simple past or present Direct
perfect.
T Number one Elicit
SS I dont want to eat at Pizza Palace tonight. I. Reply
T Can you repeat the answer, please? Loop
SS I dont want to eat at Pizza Palace tonight. I`ve eaten there Reply
twice this week.
T Number two, Claudio. Nominate
SS Jessica has known her best friend since they were six years old. Reply
T Perfect! Praise
SS Raised hands. Teacher, teacher, me Bid
T Question number three, Miguel. Nominate
S I have worked in this company since 1998, and I like it very Reply
much.
T Thats the correct answer Miguel. Great! Praise
T Listen and repeat. I have worked in this company since 1998. Model
SS Raised hands. Bid
T Ok. Next question Lalo. Number five, please Nominate
S I`ve finished my homework so I can go out tonight. Reply
T Good. Accept
T As you know simple past is used with specific time in the past. Explain
And present perfect is and action that started in the past and
continues up to the present. It does not say when exactly the
action happened.
TT. Now lets begin with the next activity. Focus
 T What is the pronunciation of the short form of I have in Elicit
this sentence.
SS I`ve/aivi/. Reply
T Repeat please. I`ve been to New York. Ive./aif/ /aif bIn/ Model
SS I`ve been to New York. Ive./aif/ /aif bIn/. Reply
T Does somebody have the answer number four? Elicit

S I never was in the hospital in my life Reply

T Mmm.Can you say that again please? What is the past Challenge
participle of be?
SS Ive never.was in the hospital in my life. Reply
T The right answer is I`ve never been in the hospital in my life. Correct

CONCLUSION
In conclusion, by doing this interaction analysis I have become more aware of the
importance of the interaction in the classroom. Certainly this activity have made me realize that
I need to take some actions in order to enhance the interaction and ultimately create a positive
learning environment. For instance, when I elicit an answer from my students, I should give
them more time to think about the correct answer. I should not worry if there are silent periods
between the elicitation and the response. I should avoid giving the answers to the learners when
I am eliciting from them. From now on I will take into consideration all the teachers moves.
No doubt that will make a difference in my classes; in the end learning will indeed take place
and my learners will be more motivated to partake in the lessons.

REFERENCE
1. Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language
Pedagogy. New York: Pearson Longman.

2. Malamah-Thomas, A. (1987). Classroom Interaction. Oxford: Oxford University Press.

3. Tsui, A. (2001). Classroom Interaction. In Ronald Carter & Davis Nunan (ed.) The
Cambridge Guide to Teaching English To Speakers of other Language (pp. 120-125).
Cambridge: Cambridge University Press.
 Transcript of Recording.
T. Now what we are going to do is check the homework. Unit 6 in your workbook.
T. Please switch your workbook with a classmate.
T. can you tell me the answer for number three, please?
T. Antonio, please.
S. adulthood. adult.
T. Thats right.
T. whats the answer for adolescence?
SS. Me, me, (raised hands) teacher.
T. Mario, please.
SS. Teenager.
T. Excellent, Mario.
T. Good. Lets continue with exercise C.
T. Lets carry on. Circle the correct form, simple past or present perfect.
T. Number one.
SS. I dont want to eat at pizza Palace tonight. I .
T. Can you repeat the answer please?
S. I dont want to eat at pizza Palace tonight. I have eaten there twice this week.
T. Number two . Claudio.
S. Jessica has known her best friend since they were six years old.
T. Perfect!
SS. raised hands. Teacher, teacher. Me.
T. Question number three, Miguel.
S. I have worked in this company since 1998, and I like it very much.
T. Thats the correct answer Miguel. Great!
T. Listen and repeat. I have worked in this company since 1998.
SS. I have worked in this company since 1998.
SS. raised hands.
T. Ok. Next question Lalo. Number five, please.
S. I have finished my homework so I can go out tonight.
S. Good. As you know simple past is used with specific time in the past. And present perfect is and action
that started in the past and continues up to the present. It does not say when exactly the action happened.
T. Now lets begin with the next activity.
T. What is the pronunciation of the short form of I have in this sentence
SS. Ive/aivi/.
T. repeat please. Ive been to New York. Ive./aif/ /aif bIn/.
SS. I`ve been to New York. Ive./aif/ /aif bIn/.
T. Does somebody have the answer number four?
S. I never was in the hospital in my life.
T. mmm What is the past participle of be?
SS. Ive never was.. in the hospital in my life.
T The right answer is Ive never been in the hospital in my life.