Open AccessBuilding Student Teacher Interaction Pattern in EFL-CLT Classroom
Author(s) -
Mad Riyanto
Publication year - 2018
Publication title -
journal of english teaching, literature, and applied linguistics
Language(s) - English
Resource type - Journals
ISSN - 2614-5871
DOI - 10.30587/jetlal.v2i2.2465
Subject(s) - communicative competence , communicative language teaching , mathematics education , class (philosophy) , psychology , pedagogy , foreign language , context (archaeology) , competence (human resources) , english as a foreign language , language education , computer science , social psychology , artificial intelligence , biology , paleontology
One of the priorities of language teachers is to ensure classes are interesting and engaging. Learners’ different backgrounds and individual preferences, however, make each class unique. The objective of EFL classroom adopting Communicative language teaching (CLT) approach is to be fluent and communicative competence in genuine communication (Hatch1978; Nunan, 1987). In this context, EFL teachers play a pivotal role in creating a comfortable environment to persuade the students in communicative interaction. By a good communication between the teacher and students the teaching learning process will be more effective. The teachers can motivate and encourage students to communicate with them well, if interaction has been done. Teachers as the source of second language or foreign language should give meaningful interactions to the students. Krashen(1981,1985) states to facilitate such meaningful interactions, EFL teachers serve as a source of L2 input to the students. The writer attempts to build the pattern of student teacher interaction and reveals the factors inhibit teachers to interact with students.