FROM INTERACTION AND LINGUISTIC AFFLUX TOWARDS UNDERSTANDING AND ORAL PRODUCTION IN TEACHING FOREIGN LANGUAGE IN EARLY AGE
Keywords:
interaction, linguistic afflux, receptive and productive skills, younger pupils, foreign languageAbstract
The syntagm “interaction in the classroom” refers to a specific context defined by collocutors determined in advance – the teacher and pupils, the place i.e. the classroom and the established goal of learning/teaching a foreign language. Classroom interaction is considered an external factor which influences and determines the process of early learning to a great extent. The aim of this paper is to indicate the importance of potential models of interaction in foreign language learning at an early age that provide optimal results in a limited timeframe. In that context, the quality of the adapted linguistic afflux is very important. By its realization through the idea of format in routine operations, it becomes predisposed to be adopted as it is, firstly at a receptive and then at a productive level, i.e. speaking in a foreign language, depending on individual differences among younger pupils. Although the interactive models in the initial phases of foreign language teaching are largely limited by the younger pupils’ traits dependent on their age, a correctly chanelled communication and an adapted linguistic afflux can guide younger pupils towards an easier mastering of the receptive and productive skills in the target foreign language.
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