INTERACTION ANALYSIS AND TEACHER COGNITION

TEACHER: ADOLFO ARRIETA

STUDENTS:
KENIA PERILLA
MELISSA VILLALBA
MIGUEL ALVAREZ

UNIVERSITY OF SUCRE
FOREIGN LANGUAGES
IX SEMESTER
2024 – 1
1. Total Turns: There are 83 turns in the extract.

2. Teacher vs. Student Turns:

- Teacher: 73 turns
- Student: 10 turns

3. IRF Instances:

IRF stands for Initiation, Response, Feedback. There are multiple IRF instances in this extract.
Here's an example:

- Teacher Initiation: "Have you ever been in a hospital?"

- Student Response: "No"
- Teacher Feedback: "Ok, thanks God."

4. Follow-up Questions:

Yes, the teacher uses follow-up questions throughout the lesson. Here are some examples:

- "With a xxx or with something wrong with you?"

- "When you are (xxx)?"
- "What do you usually do if you have a headache?"

5. Teacher Turn Construction:

The teacher constructs her turns using various resources:

 - Questions: Open-ended questions to elicit information ("Have you ever been sick?") and
closed-ended questions to check understanding ("Right?").
- Repetition: Repeating key vocabulary and phrases for emphasis ("Headache. Ok. Good!").
- Clarification: Rephrasing or providing additional information to ensure understanding ("Ear
infection (pointing at her ear)").
- Modeling: Demonstrating pronunciation and using gestures ("Coughing)) that’s cough").
- Comprehension Checks: Asking questions to confirm understanding ("Is it clear?").

6. Overlapping Speech:

There is no clear instance of overlapping speech in this extract.

7. Asymmetries and Pedagogical Implications:

There are asymmetries in the conversation, with the teacher dominating the turns (73 vs. 10).
This is typical of an ESL classroom at a beginner level, where the teacher provides most of the
input and scaffolding.

Pedagogical implications:

- Teacher Talk: While teacher talk is necessary at this level, the teacher could gradually
increase opportunities for student production by using wait time and prompting techniques.
- Scaffolding: The teacher provides good scaffolding by using visuals, gestures, and repetition.
- Error Correction: The teacher doesn't explicitly correct the student's pronunciation of
"sinusitis," but she redirects the conversation towards the target vocabulary ("flu"). This might be
a conscious decision to avoid overwhelming the student at this point.

Overall:
This extract shows a teacher using various techniques to introduce illness-related vocabulary to
beginner ESL students. The teacher provides clear explanations, checks for comprehension, and
uses scaffolding techniques to support student learning. However, there's room for incorporating
more opportunities for student production as the students progress.