Input, Output, And Negotiation Of Meaning In Spanish Conversation Classes

Abstract

This research study is based on the analysis of speech in three Spanish conversation classes. Research questions are: What is the ratio of English and Spanish spoken in class? Is classroom speech more predominant in students or the instructor? And, are teachers’ beliefs in regards to the use of English and Spanish consistent with their classroom practices? Data were obtained from the tape-recording of fifteen intermediate Spanish college level lessons. Data also came from non-participant observations and an interview with each of the three instructors. It was found that while the use of the primary language versus target language varied greatly among the different instructors, there was a large amount of teacher over student speech in two of the three instructors’ classes. Results also indicate that there is consistency between beliefs regarding the use of English and Spanish in two of the instructors, but not in the third instructor.