CLASSROOM DISCOURSE OF TEACHERS AND LEARNERS

2008

TEZ6813Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2008.Kaynakça (s.66-70) var.x, 94 s. : res. ; 29 cm.Teacher talk constitutes an important component of education and instruction process. This kind of talk serves for several purposes, such as informing the students, handling the order of the classes and activities effectively. One of the main patterns of teacher talk is instructions since they explain how an action behavior, method or task is to be begun, completed or executed (Atwater & Morris, 1988). Besides, instructions which require using a clear and simple use of language are considered as important elements which favor language acquisition in ELT classes (Ellis, 1984). In this respect, this study mainly aims to analyze teachers' oral instructions which constitute the core aspect of teacher talk. The study was carried out by examining the oral instructions which performed in teacher talk by recording data from eight ELT classes at Foreign Language Center (YADÖgre...

Journal of Language and Discourse Practice, 2020

The present study investigated the patterns of classroom discourse between teachers and students' interactions used in language classrooms in Iran. 91 pre-intermediate EFL students including, 48 females and 43 males, were selected. The data used in this study included classroom talks which were gathered through triangulation: classroom observation and voice record, and then they were classified according to Tsui's model (1994). As the results indicate, the overall examination of the classroom discourse provided in this study makes it clear that the observed class talk did exist within four categories of the selected model, namely, initiating, responding, follow-up1, and follow-up 2. In addition to these classroom talk categories, the results also show that most of the class talk is done by teachers, and code-switching also occurred during class time. The findings of this study are expected to be beneficial to language teachers in general and also to those who are interested in the fields of sociolinguistics, sociology of language, and English language teaching.

The present study is an attempt to confront the problem of many Thai students' failure to communicate fluently and accurately in English. For this reason the study investigates the patterns of teacher-student interaction in beginner EFL (English as a Foreign Language) lessons in a Thai elementary school. The analysis of classroom discourse shows that one-way communication prevails in the lessons with the teachers leading teacher-fronted discussion and students listening and then either repeating after the teacher or responding briefly. If the students are engaged in a discussion, they are asked mainly comprehension, assent or educational (grammar and vocabulary) questions. Furthermore, an examination of the teachers' and students' verbal behaviors shows frequent code-switching practices. Index Terms—Classroom discourse analysis, code switching, elementary education, English as a foreign language.

2021

This article is aimed at revealing how the teachers and students function language in classroom interaction. The theory applied in the research is classroom speech acts that proposed by Sinclair and Coulthard and developed by Nababan. The setting of research is the classroom interaction at the English Department of the State University of Gorontalo. The participants are the teachers who were teaching in the classroom and the students who were participating in the classroom interaction. The research shows that both the teacher and students performed directive, elicitation, informative. The acts performed the teachers only were checking and empowerment. The other phenomenon of classroom speech act that is not discussed by Sinclair and Couthard and Nababan’s theory is reelicitation, that a participant repeated the elicitation in various words.

1993

European Journal of Language and Literature, 2021

This research will examine the classroom discourse and interactions between a teacher and students in an ESL class. It will analyze how discourse occurs and how it can facilitate language learning. The participants were adult university students or employees. Via live classroom observation and audio recording of classes, the data were collected. The findings suggest that the teacher controlled all students, and led all class activities and the teaching process. The teacher frequently used pronouns ‘you’, ‘we’, ‘I’ while teaching as well as words such as “perfect,” “correct,” and “very good” to motivate students in-class participation. Students mostly used the pronoun ‘I’ to answer the questions. Most of the questions were closed-ended, so students did not have a chance to elaborate or share their ideas. The discourse occurred in an “IRF” -- Initial, Response, and Follow up. Lack of coherence and cohesion were widely visible in classroom interaction and most of the sentences uttered ...

Many communicative teachers consider teacher talk as an obstacle that restricts students' learning opportunities. This paper analyzes teacher talk's quality and quantity within the framework of the communicative approach. The primary purpose is to raise teachers' awareness of the effectiveness or pitfalls of their talk in classrooms. The focus of the analysis consists of a typewritten script of an audio-taped lesson of the communication which took place during classroom interactions. Teacher talk was benchmarked in terms of its alignment or congruence with some authors' pedagogical recommendation and language learning theories. The finding indicated that the teacher was not successful to create genuine or authentic communication. The talk was repetitive and monotonous and it followed the IRF sequence which allowed the teacher more turns and talk. The teacher talk was not consonant with theories of second language acquisition, i.e. interactionist, functionalist and cognitive perspectives. The talk was hurtful and stressful and it could block the learning opportunities.

Classroom discourse analysis is an aspect of classroom process research. It helps us understand how teachers use a language in classroom. in this paper we are going to use two different researches that were done in this field and see what were the results of these two studies. One of them was based on the data of discourse collected from English classroom in Three Gorges University in China and the other one was from three English teachers of a vocational college in Zhejiang Province. the data will show the aspects of the amount of teacher talk, the structures of classroom discourse and the questions of teacher. It finds out some features in the present College English classrooms, they are: teacher talk far exceeds students talk; IRF pattern dominates classroom discourse structure, and larger amount of displayed questions On the basis of data analysis, the authors of this two paper offer some tentative suggestions for English teachers to courage students to talk more in class.

2010

Jambura Journal of English Teaching and Literature, 2020

The research objectives were at finding out how the teacher arranges her/his teacher talk in accordance with modification to teacher speech quantity of speech, explanation, question, and error correction. This research is designed in a qualitative research approach with an etnography of communication in which the researcher gathered data about verbal communication, relying on direct observation and audio-video recording. The subjects of research were the Indonesian people who used English in communication at classroom setting. In terms of teacher talk, it is found that teachers arranged their teacher talk in acordance with (1) modification to teacher speech when giving understanding, clarifying, and simplifying their speech for developing quality of teaching and learning process, (2) quantity of speech of the teachers was limited in order to give a maximum opportunity to students in the classroom communication, (3) explanation was done to give the students theoretical knowledge, (4)...