Interaction and Foreign Language Learning: A Theoretical Framework

Yıl 2018, Cilt: 4 Sayı: 1, 1 - 14, 30.06.2018

Rabia Börekci , Selami Aydın

Öz

While
interaction is important in the foreign language learning and teaching processes, how
it relates to the current theories is still an unanswered
question. Thus, this study aims to present a theoretical
framework in relation to interaction and the foreign language learning and
teaching processes. For this purpose, the study first introduces interaction in a general framework. Then,
the importance of interaction in human life, types of interaction and the
relationship between interaction and learning are clarified. Factors affecting
interaction in the learning process are also mentioned. Then, the importance of interaction in foreign language learning and related theories
and hypotheses are explained in details. The study concludes that interaction in the foreign
language learning and teaching processes enhances personal development,
motivation, participation and improves linguistic knowledge. In the lights of the conclusions reached, several implications and
practical recommendations for teachers were noted. 

Anahtar Kelimeler

Interaction, foreign language, learning

Kaynakça

• Anderson, T. (2004). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and Practice of Online Learning (pp. 33-60) Canada: Athabasca University.
• Bisno, H. (1952). The philosophy of social work. Washington DC: Public Affairs Press.Braidi, S. (2002). Reexamining the role of recasts in native-speaker / nonnative-speaker interactions. Language Learning, 52(1), 1–42.
• Brown, H. (1994). Teaching by principles. Englewood Cliffs, NJ: Prentice Hall.Chapelle, C. A. (2003). English language learning and technology. Amsterdam/Philadelphia: John Benjamins.
• Crandall, J. (1999). Cooperative language learning and affective factors. In Arnold, J (Eds.), Affect in Language Learning (pp. 226-245). Cambridge: Cambridge University Press.
• Daniel, J. & Marquis, C. (1988). Interaction and independence: Getting the mix right. D. Sewart, D. Keegan, & B.Holmberg (Eds.), Distance education: International perspectives (pp. 339–359). London: Routledge.
• Davydov, V. (1995). The influence of L. S. Vygotsky on education theory, research, and practice. Educational Researcher, 24(1), 12–21.
• Duffy, T. M & Jonassen, D. H. (1992). Constructivism and the Technology of Instruction: A Conversation. New Jersey: Lawrence Erlbaum Associates.
• Foster, P. & Ohta, A. S. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26(3), 402–430.
• Gass, S. & Mackey, A. (2002). Frequency effects and second language acquisition. Studies in Second Language Acquisition, 24(2), 249–260.
• Gass, S. & Varonis, E.M (1994). Input, interaction, and second language production. Studies in Second Language Acquisition, 16(3), 283-302.
• Gockov, G., Stojanović, A. & Gojkov-Rajić, A. (2014). Meta- components of intellectual autonomy as higher education teaching quality indicators. Interdisciplinary Management Research, 10 (2014), 657-669.
• Hegelheimer, V. & Chapelle, C. (2000). Methodological issues in research on learner-computer interactions in CALL. Language Learning & Technology, 4(1), 41-59.
• Heins, B., Duensing, A., Stickler, U. & Batstone, C. (2007). Spoken interaction in online and face-to-face language tutorials, Computer Assisted Language Learning, 20(3), 279-295.
• Higgs, T. V (1985). The input hypothesis: An inside look. Foreign Language Annals, 18(3), 197-203.
• Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press, Pergamon.
• Huang, H. M. (2002). Toward constructivism for adult learners in online learning environment. British Journal of Educational technology, 33(1), 27-37.
• Johnson, D. W., Johnson, R. T. & Holubec, E. J. (1986). Circles of learning: Cooperation in the classroom. Edina, MN: Interaction Book Company.
• Johnson, D. W., Roger T. J. & Karl A. S. (1991). Cooperative learning increasing college faculty instructional productivity. ERIC, ED 343465.
• Kolb, D. A., Boyatzis, R. E. & Mainemelis, C. (2000). Experiential learning theory: Previous research and new directions. In R.J. Sternberg & L.F. Zhang (Eds), Perspectives on cognitive, learning and thinking styles (pp. 227–247). Mahwah, NJ: Lawrence Erlbaum.
• Kohonen, V. (1992). Experiential language learning: Second language learning as cooperative learner education. In D. Nunan (ed.) Collaborative Language Learning and Teaching (pp. 14–39). Cambridge: Cambridge University Press.
• Komarraju, M., Karau, S.J., Schemeck, R.R. & Avdic, A. (2011). The big five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51 (2011) 472–477.
• Krashen, S. D. (1981). Second language acquisition and second language learning. USA: Pergamon Press.Krashen, S. (1982). Principles and practices in second language acquisition. New York: Pergamon Press.Krashen, S. (1985). The Input Hypothesis: Issues and implications. London: Longman.
• Krashen, S. (2013). Second language acquisition: Theory, application, and some conjectures. Cambridge: Cambridge University Press.
• Lee, N., Mikesell, L., Joaquin, A. D. L., Mates, A. W. & Schumann, J. H. (2009). The interactional instinct: The evolution and acquisition of language. Oxford: Oxford University Press.
• Linell, P. (1982). The written language bias in Linguistics. Linköbing: Sweeden.Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
• Little, D. (1995). Learning as dialogue: the dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181.Littlewood, W. (1997) ‘Self-access: why do we want it and what can it do?’ In P. Benson & P. Voller (eds.) Autonomy and Independence in Language Learning (pp. 79-92). London: Longman.
• Long, M. H. (1990). Task, group, and task-group interactions. Language Teaching Methodology for the Nineties. Anthology Series, 24, 31-53.
• Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). New York: Academic Press.
• Long, M. H & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(2), 207-228.
• Mackey, A. (1999). Input, interaction and second language development. Studies in Second Language Acquisition, 21(4), 557-587.
• Mackey, A. (2006). Feedback, noticing and instructed second language learning. Applied Linguistics, 27(3), 405-430. Mayer, R. E. & Massa, L. J. (2003). Three facets of visual and verbal learners: Cognitive ability, cognitive style, and learning preference. Journal of Educational Psychology, 95(4), 833-846.
• McDonald J & Gibson C. C. (1998). Interpersonal dynamics and group development in computer conferencing. The American Journal of Distance Education, 12(1) 6–24.
• Moore, M. G. & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth Publishing Co.
• McInnerney, J. M. & Roberts, T. S. (2004). Online learning: Social interaction and the creation of a sense of community. Educational Technology & Society, 7(3), 73–81.
• Nezlek, W. (2001). Casual relationships between perceived social skills and day to day social interaction: Extending the Sociometer Hypothesis. Journal of Social and Personal Relationships, 18(3), 386-403.
• Piaget, J. (1959). The language and thought of the child (3rd ed.). London: Routledge & Kegan Paul. (M. Gabain, trans.).Pica, T. (1994). Research on Negotiation: What Does It Reveal About Second‐Language Learning Conditions, Processes, and Outcomes? Language learning, 44(3), 493-527.
• Pica, T., Young, R. & Doughty, C. (1986). The impact of interaction on comprehension. TESOL Quarterly, 21(4), 130-151.
• Pica, T., Lincoln-Porter, F., Paninos, D. & Linnel, J. (1996). Language learners ‘interaction: How does it address the input, output, and feedback needs of language learners. TESOL Quarterly, 30(1), 60-85.
• Reis, H. T. & Collins, W. A. (2004). Relationship, human behavior and psychological science. American Psychological, 13(6), 233-237.Rogers, C. (1975). The interpersonal relationship in the facilitation of learning. In D. Read and S. Simon (eds.), Humanistic Education Sourcebook. N. J: Prentice-Hall- Englewood Cliffs.
• Sinha, J. B. P. & Verma, J. (1994). Social support as a moderator of the relationship between allocentrism and psychological wellbeing. In U. Kim, H. C. Triandis, C. Kagitcibasi, S. C. Choi, & G. Yoon (Eds.), Individualism and collectivism: Theory, method, and applications (pp. 267-275). Thousand Oaks, CA: Sage.
• Sternberg, R. J. (1979). The nature of mental abilities. American Psychologist, 34(3), 214.Okan, Z. (2003). Edutainment: Is learning at risk? British Journal of Educational Technology, 34(3), 255–264.
• Orey, M. (2010). Emerging perspectives on learning, teaching and technology. CreateSpace.Oxendine, C., Robinson, J. & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning teaching, and technology (pp. 259-266).
• Verma, R. B. S. (2010). Principles, skills and models of group work practice. (Ed.) Thomas Gracious Social Work Intervention with Individuals and Groups (pp. 212-241). Maidan Garhi: New Delhi.
• Vygotsky, L.S (1978). Mind in society. Cambridge MA: Harvard University Press.Wagner, E.D. (1994). In support of a functional definition of interaction. American Journal of Distance Education, 8(2), 6 -26.
• Wertsch, J. V. (1991). A sociocultural approach to socially shared cognition. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 85- 100). Washington, DC: American Psychological Association.
• Wheeler, L. & Nezlek, J. (1977). Sex differences in social participation. Journal of Personality and Social Psychology, 35(10), 742-754.
• Woods, R. H. & Baker, J. D. (2004). Interaction and immediacy in online learning. The International Review of Research in Open and Distance Learning, 5(2), Retrieved December 24, 2015 from http://www.irrodl.org/index.php/irrodl/article/view/186/268.
• Wu, W.-C. V., Yen, L. L., & Marek, M. (2011). Using online EFL interaction to increase confidence, motivation, and ability. Educational Technology & Society, 14(3), 118–129.
• Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of Language Teaching and Research, 1(1), 81-83.
• Zuckerman, G. (2003). The developmental path toward reflection. Vygotsky's educational theory in cultural context, 177.