Learner initiative in the language classroom

Abstract

This article looks at learner initiative in teacher-fronted activities, and how this can influence classroom interaction. Extracts from lesson transcripts of adult evening classes in Italy are used to give a precise definition of what is meant by learner initiative, and to illustrate how it can change interaction patterns. It is suggested that learner initiative could have an important role to play in promoting comprehensible input and output, and therefore language learning. It will be seen how, by giving learners more space and time, initiative can be actively encouraged. However, there are also direct implications in this for teacher training, as it would be necessary to change traditional interaction patterns and make learner initiative more effective. © 2002 Oxford University Press.