Foreign language instruction emphasizes the development of learners’ communicative competence with the primary goal of being able to communicate in the target language. However, many Spanish language learners in Iran are unable to speak Spanish fluently even after reaching the upper intermediate level. Classroom interaction is essential for
efficient language teaching but has rarely been investigated from a Communication Accommodation Theory (CAT) perspective. This study explored communication accommodations used by Spanish language teachers, strategies for interaction, and common practices in Spanish language classes, aiming to provide insights into effective teaching methods and improve language learning outcomes for students. Data was gathered from a 460-minute video of three language teachers’ classroom instruction. The study revealed that all three teachers employed CAT discourse tactics such as various forms of approximation, emotional expression, interpretability, and interpersonal control and in a way that facilitated their communicative competence in the foreign language. These findings suggested that incorporating CAT strategies in language teaching can enhance student engagement and overall language acquisition.
Elhami, A., Roshan, A., & Giles, H. (2024). Interaction between Teacher and Students in Spanish Language Classes through the Lens of Communication Accommodation Theory. International Journal of Society, Culture & Language, 1-16. doi: 10.22034/ijscl.2024.2026757.3459