Research Article

Interactional Patterns in English as a Second Language Classrooms at Higher Learning

Authors

  • Golebamang Galegane Lecturer, Communication and Study Skills Unit, University of Botswana, Gaborone, Botswana

Abstract

This study investigates the interactional patterns that were used in ESL classrooms at higher learning at the University of Botswana and the reasons for the said patterns. A qualitative approach was employed and the classroom observations were used to investigate the topic. To further shed some light on the patterns used in the CSS classrooms, reference will be made to Vygotsky’s sociocultural theory and Sinclair & Coulthard’s Initiation, Response, Feedback (IRF) analytical tool.  The results indicated that there were ‘new’ interactional patterns at the University of Botswana classrooms. Some of these were Initiation Response (IR) and Initiation Response Response (IRR) which led to the conclusions that the patterns of interaction which emanated from the study were, “better”, “good”, and “not so good” (BGN interactional patterns).  This study concludes that there is an attempt to produce quality classroom interaction as the interactional patterns of “better”, “good”, and “not so good” (BGN interactional patterns) were demonstrated with the first two categories carrying higher percentages.

Article information

Journal

International Journal of Linguistics, Literature and Translation

Volume (Issue)

4 (11)

Pages

01-10

Published

2021-11-29

How to Cite

Galegane, G. (2021). Interactional Patterns in English as a Second Language Classrooms at Higher Learning. International Journal of Linguistics, Literature and Translation, 4(11), 01–10. https://doi.org/10.32996/ijllt.2021.4.11.1

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Keywords:

Interactional Patterns, Initiation, Response, Feedback, Sociocultural Theory, Classroom Discourse