The Role of Teachers’ Belief in Language Teaching and Learning

the activity. The goals themselves are influenced by how the teachers view their teaching. As the consequences, different view of teaching will lead into different of communicative function of IRF structure as agreed by Kumpulainen Wray 2002. According to Brown 2000, there are twelve principles covered in three main principles namely cognitive, affective, and linguistic principles that become the foundation for interaction. Then, it will lead into different language learning environment Hall Walsh, 2002. In fact, teacher plays a dominant role during the interaction. How they act in class is reflected from their ideal perception about teacher’s role in classroom Hong et al, 2011. Richard Rodgers 2001 also agree that the learning approach defines the teachers’ role that creates specific patterns of interaction between teachers and learners in classroom. For instance, if they think that a class needs a controller, they will controls the content of interaction and the distribution of speaking turn Kumpulainen Wray, 2002. Nassaji Wells 2000 have defined the roles in the interaction. First is about the primary knower. There are three available possibilities namely teacher as a primary knower and the adressees as the second knower; specific student as primary knower while teacher and other students as secondary knower; and no preselected knower in which all participants can contribute for constructing mutual understanding. Second is about the “manager” of the discussion in which he she has the right to select the speaker, decide the direction and pace of the talk. According to Brown 2000, teacher may have five roles in the classroom namely as a controller, director, manager, facilitator and resource. Every role plays different actions during interaction. Commonly, there are two pattern often used in the interaction. First is IRE in which the teachers play the role as an expert and tend to evaluate to respond the students’ answer Hall Walsh, 2002. In this case, they consider themselves as the first knower Kumpulainen Wray, 2002. This pattern may limit the students’ learning opportunity to express their ideas. On the other hand, the second pattern involves a range of functions on the third moves. According to Hall Walsh 2002, this pattern can lead into effective teaching since it promotes students participation, highlight key concepts and ideas, build a shared base of knowledge,and evoke feeling of inclusivity. Rashidi Rafieerad 2010 draw the pattern into this detail: Table 2.1 Pattern of Classroom Interaction Initiating Acts a. Requestive b. Directives c. Elicitation d. Informative Responding Acts a. Positive response b. Negative response c. Temporization Follow- up acts a. endorsement b. concession c. acknowledgment In the traditional classroom, the first pattern is dominant. The teachers tend to dominate their questions and the students rarely initiate a talk or share their ideas. Commonly, teachers give a question to discuss, an instruction to do by the students. Then, they give follow- up. From this pattern, it is apparent that the power of teacher in class exists. Teacher often initiates on the first and the third move. Moreover, Flanders 1970 in Moyles et al. 2003,p.102 find that ‘more