| Summary: | 碩士 === 雲林科技大學 === 應用外語系碩士班 === 97 === The purpose of the research is to analyze classroom research and to explore the theoretical finding and the practical application in this area. Participants were 2 teachers while teaching 126 elementary school children in Taichung public elementary school in the fall semester 2008. The teaching was carried out by means of the theories of TPR. The teaching technique and the content of instruction derived from them. Interactive patterns and teacher talk are the main focus of the study. Interactive patterns are explorer in terms of the types of interaction, functions of interaction. In order to understand the classroom interaction and teaching reflection, the researchers designed the experimental instruments, including class observation, videotaping and face-to-face interview to address the overall responses of reflective teaching from teacher’s perspective. All the interviews were video-recorded. The transcripts were then subjected to analysis. The source of data collection for this study was interviews aimed at finding out what was on the participant’s minds and central to their perspectives about this study. All two teachers volunteered for the face-to-face interview on their further refection.
The finding revealed that the interactive patterns somewhat differ from those in traditional language classrooms. Classroom interaction in communicative language teaching involved not only the interaction between a teacher and his students, but also the interaction between students and his peer classmates. Student- centered classroom is significant. The teachers act as“facilitator”, provide the students the opportunity to initiate a topic when the turn will be given. Three functions are: Instructional, managerial and disciplinary. The goal is to fulfilling teaching and learning. In addition, five types of Teacher’s question are identified, and three types of teacher’s feedbacks are observed. ESL Game revealed that most of the students show positive attitude toward learning. We acknowledge learning through game as part of language acquisition. Based on the findings some implications are also proposed to help who are prospectively elementary school English teachers. This study provides clear picture of process of language teaching through communicative/ interactive of teaching.
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