Student response, open-ended or student-initiated: Silence: pauses in the interaction. Periods of quiet

During a lesson, a teacher needs to manage the activities and the learners in the classroom in different ways. This means he or she needs to behave in different ways at different stages of the lesson. These different kinds of behavior are called „teacher roles‟ Spratt, Pulverness, and williams; 2005: 145. In relation to the real interaction in the classroom, Rivers 1987: 5 states that it requires the teacher to step out the limelight, to code a full role to the student interaction developing and carrying through activities, to accept all kinds of opinions, and be tolerant of errors the student makes while attempting to communicate. Lewis in Richards and Renandya 2002: 45 state that the teacher‟s challenge is to decide which class activities can best be done individually, which work well in pairs or groups, and which call for whole-class work. Every teacher changes roles during a lesson. These changes should be appropriate to the type of lesson, activities, lesson aims and the level and age of the learners. The implication of the resource role is that the students take the initiative to come to a teacher. A teacher is available for advice and counsel when the students seek it. It is not a simply walk into a classroom and say something like,” Well, what do you want to learn today?” some degree of control, of planning, of managing the classroom is essential. But there are appropriate times when you can literally take a back seat and allow students to proceed with their own linguistic development. 2 Students Crawford in Richards and Renandya 2002: 87 says that the language classroom involves an encounter of identities and cultures and it needs to be recognized that language learning particularly in a second language context but increasingly in foreign language contexts as the world shrinks requires the active participation of the whole learners. The language learning process is best understood involving the learners intellectuallycognitively, socially, and affectively. From all these considerations, there are seven hypotheses about good language learners from Rubin 1076, adapted by Naiman et al. 1978 in Johnson 2008: 143. They are as follows: a The good language learner is willing and accurate guesser. b The good language learner has a strong drive to communicate, or to learn from communication. He is willing to do many things to get his message across. c The good language learner is often not inhibited. He is willing to appear foolish if reasonable communication results. He is willing to make mistakes in order to learn and to communicate. He is willing to live with a certain amount of vagueness. d In addition to focusing on communication the good language learner is prepared to attend to form. The good language learner is constantly looking for patterns in the language. e The good language learner practices. f The good language learner monitors his own and the speech of others. That is, he is constantly attending to how well his speaking is being received and whether his performance meets the standards he has learned. g The good language learner attends to meaning. He knows that in order to understand the message it is not sufficient to pay attention to the language or to the surface from the speech. Another well-known study of the Good Language Learner is also done by Stern. Stern 1983: 410-411 derives four basic sets of strategies which are employed by good language learners. They are as follows: