A Communication Accommodation Analysis of Teacher-Student

Interaction in an ESL Classroom

Matilda N. Tetteh Donkor

University of Education, Winneba, Ghana
Department of Ga-Dangme
[email protected]

Abstract
During interactions in the classroom, most teachers and students make a
conscious effort to avoid common mistakes in speaking of English
language and therefore adopt certain strategies to communicate
effectively. The study aims to determine the communication strategies
teachers and students adopt to adjust their communication during
classroom interaction. The study applies the Communication
Accommodation Theory (CAT') to analyse teacher-student interactions in
an ESL classroom. Data were sampled from 360 recordings of classroom
teaching from three English teachers in a Senior High School in the Agona
East District in Ghana. It was revealed that strategies such as convergence
and divergence were adopted by both teachers and students for a smooth
discourse.

1.0 Introduction
Generally, people communicate with one another in all contexts and
intentionally change their communication style, whether it be verbal or
nonverbal, or do so unconsciously. For instance, in a doctor's office, a
doctor and patient adjust their language to understand each other. Another
context that is very relatable to almost everyone is the communication
between the teachers and their students. An instance is when teachers in
language classes, fuse simpler structures and terminologies as they
consider the level of their students to ease learning for the learners.
It therefore becomes necessary to speak more or less formally, when to
speak quickly or slowly, and in a variety of other situations are just a few
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examples of the many other situations in which everyone uses speech

daily.
Research on Communication Accommodation Theory (hereafter
CAT), which strategies include convergence, and divergence, as well as
the reasons for which these strategies are used by interlocutors to enhance
or facilitate their interactions in various contexts, have got researchers
directed their attention toward it in recent decades due to the rise in
migration and intercultural contact. When an immigrant arrives in a new
country to begin their new life, they may encounter a variety of issues that
need to be resolved. One of the biggest issues that many immigrants run
into is the target country's language, which can be spoken or non-spoken.
For example, a Ghanaian immigrant in America may have to
adjust his accent or maintain it to communicate effectively. On the other
hand, though English is spoken widely in Ghana, an immigrant who does
not have any idea about any Ghanaian language, gestures, cultures,
customs, and many others, may struggle to communicate with native
speakers, so to interact with them, this person needs to learn their
language. As a result, some native speakers may be aware of the person's
limited language skills and simplify their speech (consciously or
unconsciously). This may lead to the choice of using more body language,
simpler words, and slower speech, while other groups may act oppositely
and speak more quickly and with more complex grammar structures due
to different reasons.
Communication between teachers and students in an ESL
classroom is important, as has been recorded by language teaching
researchers such as (Long, 1983; Swain, 2005; Ellis, 2008). Language
input, language output, classroom setting, student evaluations, and
involvement in educational activities are all influenced by rational
classroom interaction, which supports the efficiency of acquiring a
language and developing one's competence. Numerous studies have
examined various techniques and tactics to encourage interaction in ESL
classrooms over the past ten years, but very few have concentrated on what
actually occurs in ESL classrooms and how interactions are conducted
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there. This study, therefore, aims to investigate actual teacher-student

accommodation strategies during interactions in ESL classrooms
according to the theory of communication accommodations. It does so by
elaborating on how teachers employ these strategies to make
accommodations for the students during interactions to prevent the
challenges encountered in instructional settings.

1.1 Interaction in an ESL Setting

Ellis (2008), avers that acquisition of language and its learning provides
learners with a great deal of language abilities. In agreement with Ellis,
language learning and acquisition indeed help students become fluent in
the language of study. Therefore, as with studying any other language, a
new language can thus be effectively learned in both informal and formal
settings.
Language acquisition researchers attribute language environment,
linguistic input, and linguistic output as contributing factors influencing a
language learner's proficiency as well as performance (Leslie & Howard,
1984; Swain, 2005; Ellis, 2008). Mackey (1999) also notes that instructors
must create a learning environment that is very interactive in their
language classes and encourages meaning generation and negotiation
within the intended language. Thus, in a classroom context, interaction is
essential to language learning. Ellis (2005) defined interaction as natural
and structured verbal and nonverbal exchanges that occur during formal
drilling. This is similar to the claim by Ninio & and Snow (1996). In the
opinion of Ninio and Snow (1996), to be successful in learning and
acquiring language, students must be actively involved in communication
during a language classroom setting. Jin, Singh, & and Li (2005) also posit
that creating a conducive learning environment and designing lessons that
motivate students to actively participate in information negotiation and
sharing are a teacher's key responsibilities in the classroom. Classroom
interaction is one of the main tenets of communicative language teaching,
which highlights the change in the role of teachers from information
providers to language learning facilitators. Following the communicative
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language teaching concept, students' lack of language proficiency is a

direct result of the teaching method (Widdowson, 1972).
To develop the essential communicative competencies, teachers
must employ a range of instructional strategies to promote students'
unrestricted interaction, including grammatical competence,
sociolinguistics competence, discourse competence, and strategic
competence as noted by Canale & Swain (1980).

2. Theoretical Underpinning
Communication Accommodation Theory (CAT), was formerly known as
Speech Accommodation Theory (SAT). It is a theory of interpersonal
communication and was propounded by Gile in 1973. Giles notes that to
achieve the following three main objectives, that is to cause social
approval, to develop communication effectiveness and to sustain a positive
sense of self, interlocutors either voluntarily or involuntarily adjust their
verbal and nonverbal behaviours to accommodate one another: (Beebe &
Giles, 1984; Giles et al., 1991).
The fundamental communication strategies of “Convergence and
divergence” between individuals are key to CAT according to Giles et al.
(1991) and Giles (2012). According to Giles (2012), "convergence" is a
strategy individuals use to adapt their verbal and non-verbal
communicative behaviours to demonstrate their similarity to their speakers
and elicit praise or approval from the audience, or the conversation
advancement. Convergence is frequently seen in a broad spectrum of
behaviours, including non-verbal ones like smiling and gesturing as well
as verbal ones like changing pronunciation, word choice, sentence length,
rate of speech, pausing that occur, giving clarification, repetition that may
occur and even, changing languages (Coupland, 1980). Giles et al (2005)
classified communication accommodation strategies into five categories:
approximation, interpretability, discourse management, emotional
expression, and interpersonal control. Conversely, divergence is intended
to draw attention to and emphasize the differences between interlocutors,

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as opposed to convergence, which is a type of adjustment meant to

facilitate and show more similarities between communicators.

2.1 Researches on Communication Accommodation

There have been numerous studies that have applied the “Communication
Accommodation Theory”. Communication Accommodation Theory
identifies communication accommodation and there have been studies on
communication using the tenets of CAT. CAT has been applied in the home
between mother-daughter relationships (Mahanita 2013), step-parents and
step-children’s relationships (Speer and Giles 2013), business meetings
(Garner 2010), in the field of law enforcement (Hajek et al. 2008) and the
health care industries (Watson and Gallois 1998, Hewett et al 2015 and
Erwin et al 2015)
CAT has also not been distanced from classroom interaction. For
instance, Manju (2015) examines the efficiency of adjustment in
communication which occurs in the English classroom setting and finds
out that teachers employed convergence strategies such as managing the
discourse to have control over students or create productive interactions.
In contrast, these English instructors employed divergence procedures to
preserve favourable social identification whilst Yi-Rung and Wenli (2015)
investigated the causes that influence teachers' use of accommodation
strategies in ESL classrooms. The study revealed that six accommodation
strategies were employed and these included: introducing, defining,
listing, eliciting, illustrating, and emphasizing. These techniques were
caused by the difficulty of the input materials, student feedback, and the
teacher's and student's language proficiency. Again, the study on teacher
and older student interactions in Taiwan's senior education, by Chin-Hui
(2019) focused on speech accommodation techniques. The findings were
that when speaking with senior citizens, teachers use code-switching,
talking incoherently, refraining from discussing illness or death, and being
polite.
In the African context, Ansah and Lomotey (2022) investigated
language regulation in an ESL classroom practice in some Ghanaian
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Senior High Schools. The study found that educators did not follow their
students' speech patterns that is they used divergence strategies to constrict
the range of acceptable behaviour or converged toward them to give them
the proper input to follow while taking communication accommodation
into account.
Whilst Ansah & Lomotey (2022) look at language regulation in
the ESL classroom, this study aims to investigate how teachers and
students both adjust to each other during instructional hours in the ESL
setting and also seeks to contribute to the available literature in the African
setting. Weizheng (2019), having found out that, most students in China
were unable to gain the desired level of fluency in English even though
they have received a formal education in the English language, decided to
investigate to identify the underlying challenges. The study focused on
what communication accommodation strategies teachers used in their
classrooms and it was revealed that the teachers who were sampled for the
study used approximation, interpretability, and emotion expression to
make students understand the subject matter during the interaction.
Weizheng's (2019) study is therefore directly related to the current study
as it explores the tenets of communication accommodation theory.

3.0 Methodology

3.1 Research Approach and Design

The study adopted a qualitative approach because the researcher is
interested in understanding how teachers and students use their
experiences to accommodate each other in a classroom situation. A
qualitative case study design is also employed because it allows the
researcher to explore the participants’ experiences without generalizations.

3.1.1 Participants and Sampling Method

The participants were three English teachers and 105 students from three
different classes in a selected Senior High School in the Agona East
District in the Central region of Ghana. These classes are made up of a
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Visual Art class, a Business class and a Home Economics class. The class
sizes were 58, 12 and 35 respectively with an average of 16 years. The
teachers selected were English teachers in the school. They have worked
for at least ten years. They are forty years and above and are referred to as
TI, TII and TIII in the analysis. Both teachers and students are non-native
English speakers and have English as their L2 with diverse cultural
backgrounds from the various ethnic groups of Ghana. A purposive
sampling technique was used to select the teachers because the study
focuses on ESL. Again, the researcher used a convenience sampling
method to select the school out of the four Senior High Schools in the
district due to the willingness and readiness of the school to participate in
the research and proximity on the part of the researcher.

3.1.2 Data Collection

300 minutes of ESL classroom interaction was captured on video with the
consent of the three teachers. There were altogether two sections each for
a teacher. The topics for discussion included, Concord, Literary devices
and Nouns with a revision exercise class. In the analysis, “S” stands for
student, “AS” represents all of the students, and “SS” also stands for some
of the students. The sign (---) indicates the lengthening of sound or words.
Giles et al (2005) classified communication accommodation strategies into
five categories: approximation, interpretability, discourse management,
emotional expression, and interpersonal control. Some of these categories
were applied to the transcription, coding, and qualitative analysis of the
video samples.

3. 2 Data Presentation and Discussions

Accommodation occurs in all forms of interaction, according to Özlem
(2015). Ansah & and Lomotey (2022) note that conditions of interactions
in the classroom are negotiated by the interlocutors’ accuracy and
acceptability of the language. When boundaries are drawn between what
should be viewed as appropriate or correct and what goes beyond those
boundaries or is deemed inaccurate, this negotiation can be made explicit.
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Ansah and Lomotey added that it must be understood that explicitly

evaluating another participant's language by correcting their language
reveals the participant's understanding of language and their ability to
judge what goes beyond what is appropriate.
In excerpt 1, TI was teaching concord (subject-verb agreement)
and outlined the rules where a subject must agree with the verb. She uses
discourse management as a convergence strategy. According to Farzadnia
and Gile (2015), Discourse management strategies pertain to the
adjustment of communication based on the perceived or stated
conversational needs of the other interlocutor.
Teachers manage discourse by questioning, modelling, repetition,
clarification, prompting and giving feedback whilst students manage
discourse through active listening, participation, asking questions, self-
reflection and many others. The following excerpt illustrates discourse
management as a convergence strategy by TI

Excerpt 1 (TI)
TI: … ye---s (Asking students to mention some
examples she wrote on the board)
S1: someone
TI: someone
S2: nobody
TI: nobody

As seen in the data, TI uses questioning and repetition to manage discourse

in the classroom. This is seen as a convergence strategy as it allows the
teacher to give correct feedback to students. The repetition in this context
is feedback confirming the accuracy of the answer. Prompting as a
discourse management was also employed in the classroom interaction.
This strategy is used by teachers as a pre-preparation towards the topic to
be learnt. This is seen in excerpt two by TII.

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Excerpt 2 (TII)
TII: … ok, we are going to look at nouns, after the nouns, we
shall look at gender. I said we shall look at gender. I said we
shall look at what we call wha---t?
AS: Gender (raising their voices above the expectation of the
teacher)
TII: you are shouting. We shall look at what we call wha---t?
AS: gender. (Students lower their voices)

Wait-time in classroom interaction helps teachers accommodate their

students as it helps them to allow students to think critically and or repeat
utterances after them for emphasis. Wait-time refers to the pause a teacher
allows between posing a question and expecting an answer or between a
student's answer and the teacher's response according to Rowe (1974) as
seen in the lengthening of the word “wha---t?” in the above excerpt.
Turn-taking is a discourse management in a classroom interaction
which allows students to participate actively in classroom discourse.
Students' discourse management includes listening participating and
answering questions. These strategies employed by both students and
teachers allow each party to adjust their communication. Turn-taking is
illustrated by the following example.

Excerpt 3(T III)

TIII: … so, let’s look at the topics. The first one is
what, ye--s
S1: rhetorical question
TIII: rhetorical question ye---s. what again?
S2: synecdoche
TIII: synecdoche
S3: oxymoron
Emotional strategy as a convergence strategy was employed to show
teachers’ affection towards students. This strategy creates a friendly
atmosphere in a classroom situation. An example is found in excerpt 4.
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Excerpt 4 (TII)
TII: …You don’t sound like you are doing well.
AS: sir we are hungry
TII: …alright, it shall be well, God will provide.
AS: Okay

Excerpt 5 (TII)
TII: Ye- -s, erm! Lizzy.
S2: A noun is a name of a person …
TII: Louder plea--se
S2: (Raises the voice higher) A noun is a name of a person …
TII: I didn’t say you should shout
S2: (Lowering her voice) Animal, place or a thing….

From excerpt 5, the approximation strategy is used by TII. Approximation

strategies according to Farzadnia and Giles (2015), refer to making one’s
language and communication patterns more similar or dissimilar from
another. It is observed from excerpt 5 that the teacher controls his student’s
utterance to be similar to his way of speaking by ordering her not to speak
louder. This strategy was also adopted by TIII in the excerpt below.

Excerpt 6 (T III)
TIII: Ok. I mentioned antithesis. So, let’s start with a
rhetorical question.
S: it’s a (speaks undertone)
TIII: let everybody hear

Another convergence strategy is interpersonal control strategies which

refer to how individuals adapt communication based on role relations,
relative power, and status. The following excerpt illustrates this:

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Excerpt 7 (TII)
TII: Alright. Anybody with idea of a nou---n? Anybody with
idea of a nou---n? (A student raises her hand). Ye---s madam
S: (changes her accent to a native-like accent) A noun is a
name of a person or an animal….
AS: (Laugh)

From the excerpt, TII could have said “Louder” without adding “please”.
Based on his social status, he is superior to his students and culturally, he
could command his students but as noted by Brown and Levison (1987),
commands are negative politeness and may threaten the face of the hearer
and so TII adds please which may minimize the level of face threatening.
“Ye---s madam” is also a politeness strategy identified from TII in the
excerpt. “Madam” as an honorific is used by TII as a face-saving act as
well. Thus, TII converges downwards to his students to attain a friendly
environment. On the other hand, it can be observed that the student in this
excerpt uses a divergence strategy. One may argue that she uses an
approximation strategy as she tries to converge to a native speaker but in
this context, the teacher and all other students are non-native speakers of
English so this behaviour is considered as divergence.
According to Giles & Ogay (2007:295), “Among the different
accommodative strategies that speakers use to achieve these goals,
convergence has been the most extensively studied – and can be
considered the historical core of CAT”. The data presented so far manifest
this assertion. On the other hand, the divergence strategy is seen in excerpt
7. In addition, this strategy was also revealed by T III in the excerpt below.

Excerpt 8 (T III)
TIII: And then wha--t? near, neary in meaning
SS: (laugh)
TIII: Ei! Please allow “na brɔ fo yɛ dru”
AS: Nearly in meaning

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It is observed that the use of divergence in this excerpt by the teacher is to

make his students aware that he does not belong to the linguistic group and
for that matter, he is bound to make mistakes, with the utterance “na brɔ fo
yɛ dru” literally means English is heavy. This means that divergence in
this context is not necessarily a refusal to accommodate but to express
attribution and feelings. However, TI uses a divergence strategy to strictly
enforce the rule on the subject-verb agreement is strictly adhered to in
excerpt 9.

Excerpt 9 (TI)
S: all of them
AS: (laughs)
TI: No. All of them is not correct
AS: (laughs)
TI: so, the second rule is saying that anytime you use this, the
verb that should follow it, should be singular. Are you clear?
AS: yes

4.0 Conclusion
The study showed that communication accommodation is necessary in the
ESL classroom setting. English teachers try to adjust themselves to
promote smooth and successful interaction to encourage the students to
participate in the teaching and learning activities and foster an
environment of equality and harmony. Convergence strategies were
adopted the most. These convergence strategies included discourse
management, approximation, emotional expressions, and interpersonal
control. Discourse management techniques like turn-taking, prompting,
questioning, and participation, answering questions were adopted by
teachers and students respectively.

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