A.

Lecturer-Students Interaction

The communication process involves at least two individuals (such as a teacher and student or

between students) who share a set of signs and semiotic rules. According to Wagner (1994),

interaction is defined as reciprocal events requiring two participants and two actions that

mutually influence one another. In other words, true interaction happens when both parties

exchange messages, making communication a shared process. In the classroom, teacher-student

interaction represents such communication that significantly affects the learning process.

Through interaction with their lecturer, students can enrich their language abilities by listening

to or reading authentic language materials, and also by engaging with their peers’ contributions

during discussions, role-plays, collaborative problem-solving, or dialogues (Wilga, 1987).

Interaction holds a vital role in classroom settings—it is a fundamental element in both teaching

and learning. It represents a collaborative process, where people engage with each other. In this

context, it becomes essential for the lecturer to manage who speaks, to whom, about what topic,

in which language, and so on (James & Marry, 1970). The lecturer initiates actions toward

students, and students respond in return. This exchange leads to learning. When the relationship

between lecturer and students is positive, learning tends to occur more effectively. However, if

the relationship is weak, learning may be limited and unstable. Hence, interaction deeply

influences the achievement of learning goals.

Lecturer-student interaction is especially crucial in foreign language education. It is believed

that such interaction supports language development and leads to more successful learning

outcomes. As Coulthard (1977) points out, this type of interaction is widely recognized across

educational disciplines. It occurs between a lecturer and one or more students, with the lecturer

actively engaging in the conversation—delivering content, asking questions, responding to

student ideas, giving instructions, and offering feedback or justification. Meanwhile, students

benefit from observing how lecturers interact effectively. In this way, teacher talk becomes a
key component in encouraging student responses, helping them gain experience and practice in

meaningful language use.

B. Teacher Talk

Teacher talk can give effect to students, because the teachertransfer the lesson to students from

talking. Cook states that teacher talk is particularly important to language teaching. It means that

teacher talk is the source of interaction in the classroom. Yanfen and Yuqin said state that

teacher talk is the language in the classroom that takes up a major portion of class time

employed to give direction, explain activities and check students understanding.(Liu&Zhao,

2010) Moreover, According to Silver and Kogout teacher talk as a part language of classroom

talk and interaction.

It means that students talk can be defined as the language that is used by the children to interact

with the teacher or their peers in classroom interaction The indirect teacher talk occur in the

classroom and out of classroom. It is just as important to asses its quality according to Flanders,

the categories of teacher talk which are included in this direct and indirect influence are

mentioned and described below (1) Teacher- talk, (2) Student-talk, (3) Silence or confusion.

These sections are subdivided in order to make the total pattern of teacher pupil interaction more

meaningful. According Flander Teacher talk is divided into two sub-heads, indirect influence

and direct influence. Indirect influence consists of four observation categories:

1. Accepting Feeling; in this category, teacher accepts the feelings of the students. He

feels himself that the students should not be punished for exhibiting his feelings, he feels

himself that the students should not be punished for exhibiting his feelings, feelings may

be positive or negative.

2. Praising Or Encouraging; teacher praises or encourages student action or behavior.

When a student gives answer to the question asked by the teacher, the teacher gives
 positive reinforcement by saying words like, good, very good, better, correct, excellent,

carry on, etc .

3. Accepting Ideas; it is just like 1st category. But in this category, the students ideas are

accepted only and not his feelings, if a student passes on some suggestions then the

teacher may repeat in nutshell in his own style or words. The teacher can say, ‘I

understand what you mean’ etc. Or the teacher clarifies, builds or develops ideas or

suggestions given by a student.

4. Asking Questions; Asking question about content or procedures, based on the teacher

ideas and expecting an answer from the students. Sometimes, teacher asks the question

but he carries on his lecture without receiving any answer. Such questions are not

included in this category.

Direct influence is divided into three categories:

1. Lecturing /Lecture ; Giving facts or opinions about content or procedure expression of

his own ideas, giving his own explanation, citing an authority other than students, or

asking rhetorical questions .

2. Giving Directions ; The teacher gives directions, commands or orders or initiation with

which a student is expected to comply with: open your book, stand up on the benches,

3. Criticizing or Justifying Authoritys ;when the teacher asks the students not to interrupt

with foolish questions, then this behavior is included in this category, teachers ask ‘what’

and ‘why’ to the students also come under this category, statements intended to change

student behavior from unexpected to acceptable pattern, bawling someone out , stating

why the teacher is doing what he is doing. (Flanders,1970 ).

 C. Learner Talk

Learner acquisition is facilitated by the negotiation of meaning in interaction. Educators should

attempt to arrange significance with understudies, through requesting explanation and

reiteration, and giving understudies occasions to intrude on the instructors. In spite of the fact

that there is typically considerably less student started than educator started content in

homeroom, it is as a rule from the previous that students guarantee to have taken in the most. A

few educators give the understudies definitely no space important arrangements. They are

finished authority disregarding the understudies' commitment, in dread that the training goals

won't be met. There is no communication between understudies. They just permit time for this,

assuming any, in the free practice towards the finish of the exercise, and hence the exercise not

in the least streaming along the intuitive path.FIAC (1987) orders student talk into two

classifications; they are reacting to the educator and starting talks. The portrayal is:

1. Learner talk-response : Talk by students in light of instructor. The instructor starts the

contact or requests l worker articulation or designs the circumstance. Opportunity to

communicate own thoughts is restricted

2. Learner talk-initiation. : Talk with students which they start. Communicating own

thoughts; starting another point; opportunity to create sentiments and a line of thought,

such as posing smart inquiries: going past the current

3. Silence or Pause or Confusion : Stops, brief times of quietness and time of disarray in

which correspondence can't be perceived by the observer (Flanders,1989 ). Flander in Hai

and bee understudies talk are critical to done the exercise and to get the great

accomplishment in the homeroom. Making understudy talk has a decent favorable

position. The favorable position is by making talk between understudies, they can secure

the information and trade the data through interaction. As indicated by Then, with respect
 to the subsequent trade, making understudy talk has a decent favorable position. The

preferred position is by making talk between understudies they can obtain the

information and trade the data through connection. For instance, an understudy who is

conversing with his/her friends can trade the data about their experience, their pastimes,

and a lot more (Moore,2008). Another trade of understudy talk is rehashing instructor

talk or friends talk. Redundancy that generally happened in the perception is penetrating.

This happened since this procedure permitted understudies to deal with the data and

follow instructor's model (Suherdi,2009)

D. Classroom Interaction

Classroom interaction refers to the reciprocal process of communication between two or

more individuals—typically between teacher and students or among students themselves—

where both parties actively exchange ideas, thoughts, and responses. This interaction creates

mutual influence through verbal and non-verbal communication. It is not a one-sided process;

rather, it requires both giving and receiving of messages to achieve meaningful

communication. As defined by Wagner (1994), interaction involves "reciprocal events that

require at least two objects and two actions, which naturally influence one another." In a

classroom context, this definition highlights the importance of both teacher and student roles

in creating effective communication.

Chaudron and Craig (1988) emphasize that classroom interaction includes key elements such

as turn-taking, asking and answering questions, negotiating meaning, and providing

feedback. These components allow students to engage actively in the learning process and

construct knowledge through meaningful exchanges. Similarly, Brown (2001) describes

interaction as the “heart of communication,” underlining that through interaction, learners not

only practice language but also co-construct understanding in a collaborative environment.

Interaction in the classroom is essential for a number of reasons. It helps students process
information more deeply, increases engagement, and fosters a more supportive learning

atmosphere. Through interaction with their lecturer, students are exposed to authentic

language use, gain opportunities to express their thoughts, and receive immediate feedback

that can guide their improvement. Activities such as group discussions, problem-solving

tasks, or role-plays provide students with the chance to actively use the target language,

thereby enhancing their communicative competence.

According to Coulthard (1977), teacher-student interaction is central in the development of

language learning, as it allows instructors to model appropriate language use, guide

classroom discourse, and respond to student needs. The teacher plays an important role not

only as a knowledge provider but also as a facilitator who encourages students to participate

and take risks in using the language. When this interaction is positive and supportive, it leads

to increased motivation, better retention, and greater overall achievement.

References

Wagner, E. D. (1994). In support of a functional definition of interaction. The

American Journal of Distance Education, 8(2), 6–29.
Rivers, W. M. (Ed.). (1987). Interactive language teaching. Cambridge University
Press.
Coulthard, M. (1977). An introduction to discourse analysis (p. 45). Longman.
Liu, Y., & Zhao, Y. (2010). A study of teacher talk in interactions in English classes.
Chinese Journal of Applied Linguistics, 33(2), 76–86.
Moore, C.C, (2008). Young Children’s Social Organisation of Peer Interaction.
Queensland: Queensland University of Technology.
Suherdi, D. (2009). Classroom discourse analysis: A systemic approach. Bandung:
Celtics Press.
Chaudron, C. (1988). Second language classrooms: Research on teaching and learning.
Cambridge University Press.
Flanders, N. A. (1970). Analyzing teaching behavior. Addison-Wesley.
Flanders, N. A. (1989). Teacher influence, pupil attitudes and achievement. University
of Minnesota.
Tyson, J. C., & Carroll, M. (1970). Conceptual tools for teaching in secondary
schools. Houghton Mifflin Company.
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