66 Aframeworkfor analysing classroom interaction

Table 4.1 L2 classroom modes

Mode Pedagogic goals Interactional features

Managerial To transmit information A single, extended teacher turn

which uses explanations and/or
To organize the physical learning
instructions
environment
The use of transitional markers
To refer learners to materials
The use of confirmation checks
To introduce or conclude an
activity An absence of learner contributions
To change from one mode of
learning to another

Materials To provide language practice Predominance of IRF pattern

around a piece of material
Extensive use of display questions
To elicit responses in relation to
Form-focused feedback
the material
Corrective repair
To check and display answers
The use of scaffolding
To clarify when necessary
To evaluate contributions

Skills and To enable learners to produce The use of direct repair

systems correct forms
The use of scaffolding
To enable learners to manipulate
Extended teacher turns
the target language
Display questions
To provide corrective feedback
Teacher echo
To provide learners with
practice in sub-skills Clarification requests
To display correct answers Form-focused feedback

Classroom To enable learners to express Extended learner turns.

context themselves clearly Short teacher turns
To establish a context Minimal repair
To promote oral fluency Content feedback
Referential questions
Scaffolding
Clarification requests