Abstract:
The analysis of the results enabled us to generate these hypotheses about
different aspects of instruction in the oral classes that had been subject to our
observation. First, the teacher of oral expression does not establish a fixed, clear, and
principled sequencing of tasks in his classes, which affects negatively the effectiveness
of his instruction. Second, an experienced teacher with no knowledge of sociocultural
theory may unconsciously apply the principles of the teaching-learning cycle, which
attest that it is a sound pedagogy built on well-founded principles. Third, as far as
interactional patterns are concerned, the nature of the task promoted by the teacher in the
oral classes resulted in the prevalence of one interaction pattern initiation-responsefeedback
sequence, which deprives the students from experiencing a smooth, principled
and gradual move from other-mediation to self-mediation. Finally, Training in
A Sociocultural Study of Classroom Interaction in the Module of Oral Expression
IV
sociocultural theory will enable the teacher of oral expression to become more effective
in developing learners’ oral proficiency.
