English Classroom Interaction between Slow Learners and Teachers : A case study of slow learners at primary level in Suzhou district, China

Abstract

English classroom interaction between slow learners and teachers in a primary branch of a private school was studied. It aimed at observing and finding the everyday situation in English classrooms of China. It specifically explored challenges faced by slow learners and their teachers in English classroom interaction. Possible ways to promote the present situation were discussed. A qualitative case study design was applied to study four children and a teacher of English. Partly participant observation was used to explore repair and evaluation/ feedback in teacher-student talk, group work and strategies applied by the teacher in getting students¡¦ attention back to study. In addition, background information about informants was obtained from interview, informal conversations, school documents and records. The findings indicated that the main pattern of classroom interaction in this study was a typical Initiation-Response-Evaluation (IRE) type in which students did not initiate talk or activities. Within this pattern, the teacher used to initiate problems in students¡¦ talk and apply different strategies to help to repair them. Teacher¡¦s evaluation/ feedback was given according to different situations and influenced children. Group work was arranged by the teacher frequently in this study, which had its advantages in developing students¡¦ problem solving skills and cooperative learning strategy, but in the meantime, had its disadvantage in communication and attendance. Based on the findings, recommendations were made. Teachers should leave more time for slow learners in classroom talk and provide elicitations when it is necessary. Besides, teachers should plan group work very well and put efforts to ensure its quality of attendance (Hassanien 2007). Furthermore, English classroom interaction pattern needs to be shifted more towards students and let them become active participants, for example, give them more open-ended and collaborative working tasks in class. Teachers may keep themselves be aware of information on slow learner teaching from different sources. School principals and Bureau of Education may arrange some workshops on slow learner teaching for teachers. Besides, teachers of English should keep promoting their own listening, speaking, reading and writing abilities in English. If time and economy permit, Bureau of Education shall send more teachers to English speaking countries for English language training courses.