MODULE: THEORIES OF LANGUAGE TEACHING AND LEARNING (WEEK 5) NAME: TRN THANH V CLASS: DIP14B REFLECTION ON LEARNING IN THE

SECOND LANGUAGE CLASSROOM The text, which is the second chapter of a book on investigating classroom discourse, presents a detailed sample of the literature on second-language acquisition based on classroom context. The main characteristics of L2 classroom contexts are presented in the first part of the chapter, and then followed by a review on the importance of interaction in acquiring a second language. Eventually, the socio-cultural theory with its relation to language learning is presented in the last part of the text. What stood of me, or really impressed me for more precise, is the emphasis on the significance of different forms interaction in the second language classroom. Personally, I have long been placing interaction in the position of a technique in teaching. However, it has only been exposed to the extent of an optional tool used in some circumstances. The chapter, in different aspects, has shown me how useful it can be if used in a careful and controlled way. I have learned different concepts and notions which shares the same theories in controlling the classroom using interaction between teacher and students and among students themselves. Though they havent provided me with the emphasis on second language acquisition, the ideas of instructional conversation, private speech and scaffolding have established the basis in helping students to overcome their linguistic difficulties. This, though unmentioned, plays quite a significant role in acquiring the language. What I found rather confused is the over-emphasized part on teachers roles in managing the classroom interaction and second language acquisition. It is clear that with different roles to play, the teacher holds a notable part in the process. However, as said in the introduction of the second idea, it is the teacher who has prime responsibility, the place of students in controlling the interaction would possibly be neglected. I find it worth noticing that students can have as an important role as that of the teacher since the main characters in the classroom who need improving are they themselves. Managing the interaction with greater responsibilities would help students much. As mentioned above, the text has greatly reinforced and strengthened my knowledge in using interaction to help students in acquiring the second language. More than that, it has given me the desire to investigate more on this so as to understand one of the most significant tools in teaching English. Communication should always be the main concern of any teacher who teaches languages. And if a classroom could be constructed in the form of different contexts where real interaction can be used to strengthen language acquisition, it would be beneficial to not only students but the teachers as well.