Oral Interaction as a Trigger to Phonological Appropriation: An EFL Teaching Challenge?
Title
Title Oral Interaction as a Trigger to Phonological Appropriation: An EFL Teaching Challenge?
Title Oral Interaction as a Trigger to Phonological Appropriation: An EFL Teaching Challenge?
Keywords: Output, form, meaning, conscious, unconscious and motivation
Authors
Dr Yvon Rolland
Universitie/IUFM de la Rieunion
Dr Yvon Rolland
Universitie/IUFM de la Rieunion
Bio Data
Yvon Rolland is a SLA lecturer at the Institut Universitaire de Formation des Mai®tres /University in Reunion Island (FRANCE). He has a PhD on storytelling and phonological denativisation in EFL teaching , books on EFL primary teaching and has a professional qualification in EFL teaching having passed the national competitive proficiency exam in France (Capes), as well as articles on phonological acquisition through intrinsic motivation.
Abstract
The purpose of this article is to show that interaction can be seen as a trigger to phonological appropriation. Our methodology will be qualitative, descriptive, analytic and experimental. A quick survey shows that many teachers still rely on discrimination exercises to favour phonological appropriation. A first experiment in a class at a secondary high school in Reunion Island, France, with a teacher trainee confirms this choice and reveals non-satisfactory phonological results in a final interaction test. This situation comes from a confusing theoretical scope which gives contradictory data on the exact role of input and output, separate form-focused and meaning-focused phonological learning, the unclear link between conscious and unconscious processes. Cognitive psychology has very much influenced communication functions, but conative and affective functions are ignored. Our scientific scope can open up thanks to intrinsic motivation through interaction, emotional intelligence, sensory-motricity and the link between conscious and unconscious processes. A new experiment is set up in the same class with practical assumptions including an interaction-oriented sequence, a bodily involvement and a more motivational learner-centred approach. Phonological activities are based on fun and interactive games. A final interaction test reveals much better phonological results. To address the topic, the article is arranged in the following way: the acknowledgement of a confusing situation, a real need to enlarge the theoretical scientific scope and a newly assessed second experience. This would tend to show, as a conclusion, that interaction could be seen as a real trigger to phonological appropriation.
The purpose of this article is to show that interaction can be seen as a trigger to phonological appropriation. Our methodology will be qualitative, descriptive, analytic and experimental. A quick survey shows that many teachers still rely on discrimination exercises to favour phonological appropriation. A first experiment in a class at a secondary high school in Reunion Island, France, with a teacher trainee confirms this choice and reveals non-satisfactory phonological results in a final interaction test. This situation comes from a confusing theoretical scope which gives contradictory data on the exact role of input and output, separate form-focused and meaning-focused phonological learning, the unclear link between conscious and unconscious processes. Cognitive psychology has very much influenced communication functions, but conative and affective functions are ignored. Our scientific scope can open up thanks to intrinsic motivation through interaction, emotional intelligence, sensory-motricity and the link between conscious and unconscious processes. A new experiment is set up in the same class with practical assumptions including an interaction-oriented sequence, a bodily involvement and a more motivational learner-centred approach. Phonological activities are based on fun and interactive games. A final interaction test reveals much better phonological results. To address the topic, the article is arranged in the following way: the acknowledgement of a confusing situation, a real need to enlarge the theoretical scientific scope and a newly assessed second experience. This would tend to show, as a conclusion, that interaction could be seen as a real trigger to phonological appropriation.
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See pages: 1-27
[/private]Category: Monthly Editions, Volume 34
