Reducing student reticence through teacher interaction strategy
Publication in refereed journal

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Author(s) no longer affiliated with CUHK

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AbstractReticence is a common problem faced by ESL/EFL teachers in classrooms, especially in those with mainly Asian students. The willingness to communicate model of MacIntyre, Clement, Dornyei, and Noels (1998. 'Conceptualizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation'. The Modern Language Journal 82/4: 545-62.) postulates that willingness to speak is determined not only by learners themselves but also by the situation they are in, suggesting that situational variables such as topic and participants should be included in the investigation. This paper aims to examine whether teacher interaction strategy could be one of the factors triggering student reticence in classrooms. A group of Form 1 (Grade 7) HongKong Chinese students were given two lessons characterized by different interaction patterns. The two lessons were videotaped for analysis. The results show that teacher strategy is a major determinant of student reticence in classrooms, but it is not the sole factor. Pedagogical factors such as lesson objectives and task type were also found to influence a teacher's classroom-based interaction strategy decision making.
All Author(s) ListLee W, Ng S
Journal nameELT Journal
Detailed descriptionVolume 64(3)
Volume Number64
Issue Number3
PublisherOxford University Press (OUP): Policy E - Oxford Open Option D
Pages302 - 313
LanguagesEnglish-United Kingdom
Web of Science Subject CategoriesEducation & Educational Research; EDUCATION & EDUCATIONAL RESEARCH; Language & Linguistics; Linguistics; LINGUISTICS

Last updated on 2020-05-08 at 01:57