In ELT interaction patterns are the different ways learners and the teacher can interact in the class. Using the right interaction pattern is a fundamental factor in the success of any activity and the achievement of aims.
n the classroom
Different interaction patterns can support the aims of different kinds of activities. For example, if the learners are doing group writing then small Ss-Ss groups are best, but for elicitation of ideas the interaction pattern could be Ss-T. Changing interaction patterns can help vary the pace and choosing an appropriate pattern can help achieve learning aims, for example, making learners take the place of the teacher (S-Ss) can be very productive.
Group work
Students work in small
groups on tasks that entail interaction: conveying information, for example, or
group decision-making. The teacher walks around listening, intervenes little if
at all.
Closed-ended teacher questioning
(‘IRF’)
Only one ‘right’ response
gets approved. Sometimes cynically called the ‘Guess what the teacher wants you
to say’ game.
Individual work
The teacher gives a task or
set of tasks, and students work on them independently; the teacher walks around
monitoring and assisting where necessary.
Choral responses
The teacher gives a model,
which is repeated by all the class in chorus; or gives a cue, which is
responded to in chorus.
Collaboration
Students do the same sort of
tasks as in ‘Individual work,’ but work together, usually in pairs, to try to
achieve the best results they can. The teacher may or may not intervene. (Note
that this is different from ‘Group work,’ where the task itself necessitates
interaction.)
Student initiates, teacher answers
For example, in a guessing
game: the students think of questions and the teacher responds; but the teacher
decides who asks.
Full-class interaction
The students debate a topic
or do a language task as a class; the teacher may intervene occasionally, to
stimulate participation or to monitor.
Teacher talk
This may involve some kind
of silent student response, such as writing from dictation, but there is no
initiative on the part of the student.
Self-access
Students choose their own
learning tasks, and work autonomously.
Open-ended teacher questioning
There are a number of possible ‘right’ answers, so that more students
answer each cue.
