Vol. 9, Issue 4, Part C (2023)

Communication is a two-way process, and it occurs at all levels and in academics the sender and the receiver happen to be the teachers and the students. Though at large the students are at the receiving end however the feedback that students poses verbally and non-verbally also is a key take away for the teachers to explore and improvise in their pedagogy and as well at an interpersonal level. Hence interaction in the classroom is of utmost importance as it helps to institute a good rapport with the students. Flanders Interaction analysis Categories (FIAC) in its observation model includes two brief categories of Teacher and Student Talk and takes into consideration of the other category that is Silence. Foreign language interaction system (FLINT) succeeds to give objective feedback about classroom interaction to Foreign Language practitioners in assessing the nonverbal communication patterns and the turns of student and teacher talk in the language in use and native languages.

Bower’s Instrument for Language Analysis in Language Classroom is basically used to establish in ascertaining which teaching functions enhances the communication opportunities of the students in their various patterns of discourse. It also examines the different interaction structures in terms of teacher managing the conversation and turn-taking. Sinclair and Coulthard’s model of spoken discourse gives teachers an understanding of the communicative roles of the teacher and that of the students and of the language choice and the shifts made by the teacher in the classroom. This model highlights the level of interchange, shift and act and the way they join up.

Brown’s Interaction Analysis System (BIAS) has only 7 categories of behaviour, the first 3 categories focussing on Teacher Talk, the two for Student Talk, One for Silence and one reserved for Unclassifiable behaviour.

This paper highlights how by studying different classroom patterns unclear thoughts are eliminated and personal experiences are substituted by an objective frame of reference by the teacher in his class. Defensiveness is lowered and managerial affairs and teaching improve with getting acquainted with the different classroom interactions.