Learner initiative in the language classroom


This article looks at learner initiative in teacher-fronted activities and how this can influence classroom interaction. Extracts from lesson transcripts of adult evening classes in Italy are used to give a precise definition of what is meant by learner initiative and to illustrate how it can change interaction patterns. It is suggested that learner initiative could have an important role to play in promoting comprehensible input and output and therefore language learning. It will be seen how, by giving learners more space and time, initiative can be actively encouraged. However, there are direct implications for teacher training as it is necessary to change traditional interaction patterns and make learner initiative more effective.

Publication DOI: https://doi.org/10.1093/elt/56.1.47
Divisions: ?? 53981500Jl ??
College of Business and Social Sciences > School of Social Sciences & Humanities > Centre for Language Research at Aston (CLaRA)
College of Business and Social Sciences > School of Social Sciences & Humanities
Additional Information: This is a pre-copy-editing, author-produced PDF of an article accepted for publication in ELT Journal following peer review. The definitive publisher-authenticated version Garton, Sue (2002) Learner initiative in the language classroom. ELT Journal, 56 (1). pp. 47-56. ISSN 0951-0893 is available online at: http://eltj.oxfordjournals.org/cgi/content/abstract/56/1/47
Uncontrolled Keywords: classroom interaction,ELT,learner initiative,TESOL
Publication ISSN: 1477-4526
Last Modified: 02 Jan 2024 08:05
Date Deposited: 01 Jun 2010 15:04
Full Text Link:
Related URLs: http://eltj.oxf ... bstract/56/1/47 (Publisher URL)
PURE Output Type: Article
Published Date: 2002
Authors: Garton, Sue (ORCID Profile 0000-0002-7421-0858)



Version: Accepted Version

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