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The study determines whether interaction in reading comprehension across English and Igbo is constrained by language in terms of interaction patterns, style, and culture. Classroom sessions are analyzed using Sinclair and Coulthard’s (1992) class interaction model. Results show broadly similar interaction patterns, with language-specific differences rooted in cultural transfer, Igbo circumlocutions, and stronger teacher authority. Recommendations emphasize engaging students in interesting interaction to increase participation and reduce harsh responses and negative feedback.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/interaction-in-reading-comprehension-in-the-english-and-igbo-classroom/591299/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/interaction-in-reading-comprehension-in-the-english-and-igbo-classroom/591299.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To determine whether interaction in reading comprehension in English and Igbo is constrained by language in terms of interaction patterns, style, and culture.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are classroom sessions analyzed in the paper?",{"text":117,"@type":113},"The study describes classroom interaction using Sinclair and Coulthard’s (1992) model of class interaction.",{"name":119,"@type":110,"acceptedAnswer":120},"What differences are found between English and Igbo interaction patterns?",{"text":121,"@type":113},"Interaction patterns are similar, but language-specific differences appear through cultural transfer, Igbo circumlocutions, and excessive exhibition of the teacher’s authority.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591299,1792231067,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","African Educational Research Journal Vol. 12(2), pp. 109-120, May 2024  \nDOI: 10. 30918/AERJ.122.24.023 ISSN: 2354-2160  \nFull Length Research Paper  \nInteraction in reading comprehension in the English and Igbo classroom  \nUche, Ifeanyi A.1*, Noke, Ugochukwu Chinedu2, Udeigwe, O. John3 and Olekaibe, Chinenye4  \n1 Renaissance University, Enugu, Nigeria.  \n2 Department of English and Literary Studies, Enugu State University of Science and Technology, Enugu, Nigeria.  \n3 Department of English/Literature, Abia State University, Uturu, Nigeria.  \n4 Federal University of Technology Owerri, Nigeria.  \nAccepted 21 May, 2024  \n\n| ABSTRACT\u003Cbr>This is a case study of classroom interaction of SSS1 English and Igbo in reading comprehension at Premier Secondary School, Aba, Nigeria. The purpose is to determine whether interaction in reading comprehension in English and Igbo is constrained by language in terms of interaction patterns, style and culture. The class sessions were described using Sinclair and Coulthard’s (1992) model of class interaction. The findings reveal that interaction patterns are similar. However, patterns that were specific to languages were in the form of cultural transfer, circumlocutions characteristic of Igbo as opposed to precision in English, and excessive exhibition of teacher’s authority. The study recommends that teachers in language classrooms should engage the students in interesting interactions that encourage active participation and reduce the rate of harsh responses and negative feedback as they can be inhibitive to students’ participation.\u003Cbr>Keywords: Classroom interaction, feedback, repair, initiation, opening move, communicative language teaching. |\n| --- |\n| *Corresponding author. E-mail: [Ifeanyiuche28@yahoo.com. Tel:](Ifeanyiuche28@yahoo.com. Tel:) 08063308626. |\n\nINTRODUCTION  \nThe activities that take place in the classroom involve interaction. Wray (1999) points out that early classroom research started in the 1920s and 1930s in the United States with investigations on the effectiveness of teacher behaviour and talk. There was the step-by-step drill; learning was through reading and translating literary texts, learning grammar rules, and memorizing vocabulary lists. Brooks (1964) states that this type of learning, in North America, was challenged by the advent of audio-lingual teaching with language learning centred on imitation, repetition, and drills, which led to the formation of habits of correct language production. Teachers saw their responsibility as making sure that students practised and learnt every dialogue and drill. Lightbown (2000) states that teachers were more at ease with their textbooks based on Lado’s (1964) ‘scientific approach’ to second language teaching; students were not allowed to move into free use of the language as a result of the fear that unstructured  \nlanguage production would lead to errors, which, in turn, would result in interference with the establishment of correct habits. There was a shift in the methodology in the 1950s as a result of the teacher training course. Nunan (2005) argues that this change at this time was given further impetus in the 1960s by the methods-comparison studies that involve large-scale investigations, comparing various teaching methods. Consequently, former instruments used in teaching, which were more prescriptive, were replaced by ones that had descriptive purposes.  \nAccording to Lightbown (2000), by the late 1980s, there was another shift in the methodology, where communicative language teaching (CLT) took over many language classrooms. At this time, it is observed that exposure to comprehensible input and the opportunity to interact in group work is needed in order to give students what is necessary for language acquisition to proceed.  \nHence, students were engaged in interesting and meaningful interactions. Furthermore, the syllabus  \nAfr Educ Res J 110  \ndeveloped was based on ideas drawn from the British notional/functional ","cbCaivg9Wsz0xyuW","https://ap.wps.com/l/cbCaivg9Wsz0xyuW","pdf",120807,12,"English","# Abstract\n# Introduction\n## Background on classroom interaction research\n## Methodology shifts: audio-lingual to communicative language teaching\n## Classroom interaction, SLA, and contextual factors\n# Case study focus and interaction analysis framework","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To determine whether interaction in reading comprehension in English and Igbo is constrained by language in terms of interaction patterns, style, and culture.\"},{\"question\":\"How are classroom sessions analyzed in the paper?\",\"answer\":\"The study describes classroom interaction using Sinclair and Coulthard’s (1992) model of class interaction.\"},{\"question\":\"What differences are found between English and Igbo interaction patterns?\",\"answer\":\"Interaction patterns are similar, but language-specific differences appear through cultural transfer, Igbo circumlocutions, and excessive exhibition of the teacher’s authority.\"}]","Interaction in reading comprehension in the English and Igbo classroom | PDF",1792071539]