Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)

Interactional Modifications for Comprehensible Input: A Case Study of Two EFL Teachers

Authors
Naila Karima, Didi Suherdi, Fazri Nur Yusuf
Corresponding Author
Naila Karima
Available Online 9 April 2020.
DOI
https://doi.org/10.2991/assehr.k.200406.028How to use a DOI?
Keywords
interactional modification, comprehensible input, language learning opportunity, classroom interaction
Abstract

This study aims to investigate the use of interactional modifications proposed by Long (1983) by two English teachers and language learning opportunities obtained. The study found out the distribution and the form of interactional modification in two different levels of English proficiency, elementary and pre-intermediate. To answer the research questions, a case study was adopted. The main data were six transcribed classroom interactions of six sessions with audio-video recording. From the analysis, it was found that elementary teachers modified more interactions compared to pre-intermediate teachers due to less capability of the lower student to comprehend the information delivered. The form of interactional modification used was other-repetition strategy, where both of the teachers repeated student’s utterances frequently to clarify, confirm, or emphasize the initial utterances. Besides, the occurrences of interactional modifications were considered to be determined by several factors, such as the student’s level of proficiency, the material delivered, and the teacher’s knowledge. As for the question of language learning opportunities, the findings revealed by modifying the interaction gaps were noticing where the teacher noticed the mistakes of student’s language used by bringing that gap into awareness. Besides, modified interactions also gave the student the chance for meaning negotiation where the understanding of information was obtained through resolving the communication breakdown in the classroom.

Copyright
© 2020, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
9 April 2020
ISBN
978-94-6252-952-6
ISSN
2352-5398
DOI
https://doi.org/10.2991/assehr.k.200406.028How to use a DOI?
Copyright
© 2020, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Naila Karima
AU  - Didi Suherdi
AU  - Fazri Nur Yusuf
PY  - 2020
DA  - 2020/04/09
TI  - Interactional Modifications for Comprehensible Input: A Case Study of Two EFL Teachers
BT  - Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)
PB  - Atlantis Press
SP  - 138
EP  - 142
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200406.028
DO  - https://doi.org/10.2991/assehr.k.200406.028
ID  - Karima2020
ER  -