The Effect of Interactional Adjustments on the Overall Comprehension of Spoken Texts: A Case Study

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Marcos Peñate, Geraldine Boylan, University of Las Palmas de Gran Canaria, Spain

One of the basic conditions required for pupils to learn a foreign language is that their teachers must speak to them in the target language—and always at a level which is understandable to them. The effectiveness of interactional adjustments such as repetitions, comprehension checks, and nonlinguistic aspects used by a teacher to help primary and secondary school pupils with their general understanding of spoken texts delivered in English is analysed in this article. Once the effectiveness of such adjustments is confirmed, a comparison is made between the teacher’s use of adjustments when teaching a group of 10-year-old primary school pupils and when teaching a group of 17-year-old secondary school pupils.


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