Conversational Interaction in Promoting Second Language Acquisition in Classroom

Abstract
This paper provides a description of how conversational interaction promote second language
acquisition in the classroom. The role of interaction has become one of the important issue in
second language learning. By overcome the role of interaction, teachers can help learners to
acquire their second language. Therefore, conversational interaction can one of the approach
which can be applied by the teachers. In conversational interaction, learners may engage to
practice and make output through their productive skill and get input from the receptive skill.
Key words:
Introduction
Interaction in second language classroom refers to the interaction between teacher and
learners, amongst learners, learners and teacher, and learners and materials given by the
teacher in the classroom. Tsui (2001) stated second language classroom interaction focus on
language used by the teacher and learners, the interaction generated, and their effect on
second language learning. Interaction in the second language classroom begin when teacher
ask questions and learners give responses, teachers’ feedback and turn-allocation behavior.
Those activities will promote conversational interaction and facilitate second language
learners.
Through conversational interaction, learners can improve their second language.
Learners second language store increase as they get input through listen and read, or even
output of their fellow learners in discussion, joint problem-solving task, or dialogue journals
through interaction (Rivers, 1987). This conversational interaction can facilitate learners to use
their second language and acquire in real life exchange (Wei, 2012). It is important because
they can practice and use language in the real context through responding and conveying
utterance.
Since conversational interaction is important in the classroom, teacher’s as facilitator
plays role to facilitate and develop interaction in the classroom. The teacher should provide
chance by using some strategies, techniques, or activities to promote student-student and
teacher-student interaction. Furthermore, teachers also have to manage interactions that take
in the classroom, because they have a power to influence the pace and direction of the
interaction. Therefore, conversational interaction can be applied by teachers to promote
second language acquisition.
Conversational interaction in second language classroom
Second language acquisition (SLA) in the classroom occurs through the interaction that
takes place between the learner’s mental abilities and the linguistic environment (Glew 1998).
The main focus of interaction in the classroom is between teacher-learners and learners-
learners and provide them with opportunities to practice in collaborative small groups using
English in authentic ways. However, to promote the interaction, the teacher initiate discussion
by posing questions (Choudhury 2005). Opportunity to produce Appropriate questioning can
give learners to produce language without afraid of initiating conversation or discussion. After
giving questions, learners respond, then teachers give feedback or follow up on the learners’
response. however, asking a lot of questions may discourage interactive learning, because
they spent too much time on answering the questions and they can easily grow weary of
artificial contexts and do not involve o genuine seeking of information.
In interaction, both speaking and listening have a role play in L2 acquisition. Ohta (2001)
cited in Ellis and Shintani (2014) illustrated how pair work creates opportunities for learners to
assist each other because of different roles performed by speakers and listeners. Speakers
struggle to produce utterances in L2 because of limitations in working memory and the need
to process output consciously. However, listeners are under less pressure and can notice
errors in their partners’ production, anticipate what will come next and formulate their own turn.
Forman (1989) cited in Ibrahim (2012) beliefs that social interaction among learners in
learning groups tends to differ from traditional teacher-student interaction in its degree of
relationship. In teacher-student interactions, the teacher is responsible for the materials, the
type of interaction and the management of speaking turns. In peer interaction, turn taking and
the choice of content is spread amongst the learners.
Consequently, classroom interaction among learners is usually complex and dynamic in
nature. Ibrahim (2012) stated that the extended opportunities for using language and
participating in classroom interactions seem to give learners generous opportunities for joint
meaning-making and knowledge construction. Eventually, the dynamic nature of interaction in
peer groups also poses responsibilities for learners engaging in productive classroom
communication and learning. Working collaboratively in groups is reported to help learners to
construct and increase awareness of their own thinking processes. In other words, learners
share their views and perspectives with others and can discover divergent ways of solving
problems. Moreover, they can build on each other's contributions to re-construct new
interpretations and views that were yet to be discovered. The practice of sharing and
constructing perspectives in collaborative interaction is also assumed to promote reflection,
planning and meta-cognition.
On the other hand, Prabhu (1987) states that some learners feel more humiliated to make
errors with peers than in front of the teacher. The social status of the learners in the classroom
may also affect the level of student participation and engagement in a collaborative working
and learning environment. Additionally, Bennett and Dunne (1991) demonstrate that the
learners' communication skills and habits also play a role in mediating productive collaborative
interaction. Learners do not always engage in giving arguments, making hypotheses, providing
explanations and elaborating or justifying their actions or views through their verbal interaction.
Learners may use imprecise language when communicating their views to their peers. All these
elements challenge the reciprocity between interaction members that is, apparently, necessary
for collaborative meaning-making. Assuming that collaborative interaction in peer groups can
promote learning and greater attention to form in a written activity when a pre-task stage directs
learners’ attention to form. However, there are still many barriers to its success like
interpersonal dynamics and the nature of the learning situations in which collaborative
interaction takes place.
Roles of The Interactive Teacher
Rivers (1983) beliefs that the real interaction in a classroom takes the teacher to step out
of the limelight, to assign a full role to the student through activities in developing and carrying
their skills, to accept learners’ opinions, and be tolerant of errors that the learners make while
attempting to communicate. The teacher as a facilitator focuses on the principle of intrinsic
motivation by allowing learners to discover language through using it in context rather than
telling them about language. The teacher has to give advice and counsel when the student
seeks it. According to Choudhury (2005), he has observed that this technique in incessantly
practiced by experienced teachers in language classes. One of the classes that he observed
at the University of Pennsylvania’s Language Center. The teacher sitting with the learners in a
row, rather than being in front of the class. The teacher was very congenial that make the
learners were at ease. Soon they started to respond to the teacher’s dialogue and exchange
ideas. The researcher could recognize that by conferring with learners by sitting with them
lowered their anxiety level. When they saw the teacher as their peer, not one in front of the
classroom giving direction, they felt more relaxed, and natural interaction took place. The
learners further got motivated to try things for themselves.
However, Walsh (2006) maintains that teachers should play a central role in L2
classroom. He states that there are four main responsibilities for teachers such as control of
pattern of communication, elicitation techniques, repair strategies and modifying speech to
learners. Teachers also need to control both the topic of conversation and turn-taking, and
organize the whole interaction process to facilitate learning. Eliciting the information through
referential questions which have natural and communicative responses is one of the teacher’s
duties. Repair depends on the teacher’s goal, whether he is focusing on fluency or accuracy.
Modification is fundamental because it is the link between comprehension and L2 progress.
On the other hand, Kumpulainen & Wary (2002) illuminate the modes of teacher
participation during whole-class discussion. They stated that the modes of the teacher
participation in teaching as:
- Evocative mode of participation; learners are encouraged to initiate and negotiate their
opinions.
- Facilitative mode; the teacher guides and scaffolds learners reasoning processes
- Collective mode; the teacher supports equal participation and tolerance towards different
opinions.
Ibrahim (2012) beliefs that the teacher’s role during the collaborative session may be
passive, yet very important. It is his/her responsibility to create a learning atmosphere, facilitate
learning, motivate and observe learners to construct an innovative learning product through
group work activities. These aforementioned analyses of teachers’ participation in classroom
interaction also highlight the nature of the learners' roles as learners in a community of learning.
In such a community, learners are provided with many opportunities to take initiatives and an
active role in initiating and organizing the topics to be investigated. The learners also have
opportunities to practice various social skills. Accordingly, the learners do not see their teacher
as the knowledge-giving authority, but instead proudly present their own ideas and also
question the assumptions presented by the teacher.
The Management of Interaction in the Classroom
Teachers are managers of the interactions that takes place in the classroom. it is
important to fully recognize the teacher guides. Management entails deciding which type of
participatory structure to select for a particular activity and how to ensure this works effectively.
On the other hand, the management of classroom activities involves instructional routines for
starting, proceeding and concluding instructional activities for handling interpersonal issues.
According to Scrivener (2005) cited in Ellis and Shintani (2014), teachers manage the
interactions that occur in classroom in different ways, it might be directing or intervening. He
suggests that teachers involve little teaching in traditional manner, but a lot of management by
seating and grouping learners, teaching activities, learners’ participation levels and flowing of
conversational and work. However, Wright (2005) cited in Ellis and Shintani (2014), beliefs that
managing classroom in terms of relationship. It involves learning opportunity, learning, and
helping.
Here is the table for illustrating the management of four different types of lessons by Hall
(2011) cited in Ellis and Shintani (2014).

Teacher Participatory Structure Student Behaviors Teacher Behaviors

 Small group work based on
Andrea decision-making task
Teacher-class; circle
Maia formation
Teacher-class; lockstep
Lee grammar class
Pair work based on
Paoli information-gap task
designed to practice new
vocabulary
Learners engage in Non-interventionist;
active and noisy answers questions when
discussion asked; offers quick
suggestions
Chatting ‘naturally’ No overt correction;
‘managing the class’
involves encouraging
quieter learners to
speak, asking questions,
recasting
Learners attempt Introducing ‘going to’ by
sentences using ‘going eliciting sentences
to’; repeat incorrect based on a picture;
sentences; choral speaks little except for
repetition brief instructions and
short corrections
Lot of talking but Moves around
uneven participation – classroom monitoring
some pairs silent and and encouraging
one pair using L1 learners to complete the
task

The Implication for second language teaching

Conversational interaction seems to have implication in second language teaching. It
gives ideas for teacher on how to promote second language acquisition. Teachers can use
some of communicative activities in order to engage learners in conversational interaction.
Kinds of communicative activities such role-play and drama can be applied. In many cases,
these techniques approximate real-life language use to a remarkable degree. The use of
language in a dramatic situation is likely to include the full complexity of language use such as
emotional overtones, posture, gesture, and appropriate actions (Gao, 2008). So, the more
closely the learners can identify with the role or task the more it provides a natural language
experience.

Conclusion
This paper is a proposal for a study on promoting interaction based on communicative
activities. The literature on interaction and
References
Choudhury, S. (2005). Interaction in Second Language Classroom. BRAC University Journal.
2(1), 77-82
Bennett, N. & Dunne, E. (1992). Managing Classroom Groups. Simon and Schuster Education.
London.
Ellis. R. (1999). Learning A Second Language through Interaction. John Benjamins.
Amsterdam.
Ellis, R., Shintani, N. (2014). Exploring Language Pedagogy through Second Language
Acquisition Research. Routledge. New York.
Gao, Y. 2008. Implementing communicative activities in English reading class. English
language teaching, 1(1). 14-18.
Gass, S. M., Selinker, L. (2008). Second Language Acquisition: An Introductory Course.
Routledge. New York.
Glew, P. J. (1998). Verbal interaction and English second language acquisition in classroom
contexts. Issues in Educational Research, 8(2), 83-94.
Ibrahim, M. E. H. (2012). Classroom Interaction in Second Language Teaching and Learning
in the Vocational Education Development Centre (VEDC). (Dissertation in Partial
Fulfillment of Master Education). The British University, Dubai.
Kumpulainen, K. & Wary, D. (2002). Classroom Interaction and Social Learning: From Theory
to Practice. Routledge Falmer. London.
Long, M.H. (1996) The role of the Linguistic Environment in Second Language Acquisition. In
W. Ritchie and T.K. Bathia (eds) Handbook of Second Language Acquisition. Academic
Press. San Diego.
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning
conditions, processes, and outcomes? Language Learning, 44(3), 493–527.
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford University Press. Oxford.
Richard, J.C. 2006. Communicative language teaching today. Cambridge university press.
Rivers, W. M. (1987). Interaction as the key to teaching language for communication.
Interactive Language Teaching, Cambridge University Press. New York.
Tsui, A. B. M. (1995). Introducing Classroom Interaction. Penguin English. London.
Wei, Xinqiang. 2012. An introduction to conversational interaction and second language
acquisition. English linguistics research, 1(1), 111-117.
Wells, G. (1999). Dialogic Inquiry Toward a Sociocultural Practice and Theory of Education.
Cambridge University Press. Cambridge.
Walsh, S. (2006). Investigating Classroom Discourse. Routledge. Oxon.