scholarly journals Discourse Analysis of Teacher and Students in Pre-Intermediate English Class

2021 ◽  
Vol 7 (1) ◽  
pp. 28
Author(s):  
Mohammad Shah Zaki
Keyword(s):  
Discourse Analysis ◽  
University Students ◽  
Language Learning ◽  
Classroom Discourse ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Initial Response ◽  
Class Participation ◽  
English Class

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 were ungrammatical.

scholarly journals PRAKTEK KEKUASAAN DAN DOMINASI GURU DI DALAM KELAS DITINJAU DARI STRUKTUR WACANA PEDAGOGIK PEMBELAJARAN BAHASA INGGRIS

2015 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Hamzah Hamzah ◽  
Kurnia Ningsih
Keyword(s):  
Discourse Analysis ◽  
Key Words ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Critical Discourse ◽  
English Teacher

This study is aimed at exploring the way the English teachers at senior high schools exercise power and domination during the teaching and learning process. Conversation analysis and critical discourse analysis were used to analyze the data. The data were generated from thirty transcripts of classroom interaction comprising of two academic hour session for each transcript. The findings of this study revealed that the English teacher still exercised strong power and domination in the classroom. Most exchanges were initiated by the teacher (93%), and the students involvements were limited to providing responses in accordance with the information initiated by their teacher. The teachers’ domination was also seen in the length of the turns. The teachers normally had extended turn comprising one clause or more, while students’ contributions were normally short consisting of one word, one phrase, and one clause was the longest in each turn. Beside the two indicators, the teachers’ power and domination were seen in controlling the topic, giving instruction, asking close questions and providing correction. Key words: conversation, classroom discourse, power and domination

How Teacher Questions Facilitate Student Learning in EFL Class

2021 ◽  
Author(s):  
Nguyen Anh Hao ◽  
Keyword(s):  
Content Analysis ◽  
Student Learning ◽  
Small Proportion ◽  
Classroom Discourse ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Teacher Questions ◽  
Qualitative And Quantitative ◽  
Quantitative Content

Abstract Questioning is considered as one of the most dominant features in virtually every classroom discourse. This study aims at examining the types and functions of teacher questions that facilitate student learning in an EFL class in Vietnam. The classification of questions employed in the study follows the work proposed by Richards and Lockhart in 2007. Participants in the research were one teacher and 25 students in an English university class in Vietnam. The data was collected through classroom observation and audio recording. Both qualitative and quantitative content analysis were utilized to analyze the data. The findings of the study indicate that the most frequently used question types were convergent and divergent questions, and procedural questions only accounted for a small proportion. Furthermore, it was found that convergent questions were employed to check and guide students’ understanding of the lesson’s target lexical items, while divergent ones were used to promote students’ further analysis and their own evaluation of the knowledge provided in the study material. Finally, procedural questions were chiefly posed when the teacher monitored students in class activities. Keywords: classroom discourse, classroom interaction, teacher questions

scholarly journals RIDER STRATEGY TO IMPROVE STUDENTS’ READING SKILL

Kodifikasia ◽  
2019 ◽  
Vol 13 (2) ◽  
pp. 337
Author(s):  
Ahmad Nadhif ◽  
Wawan Hidayat
Keyword(s):  
Classroom Observation ◽  
Reading Skill ◽  
Class Participation ◽  
English Class ◽  
Success Criteria ◽  
Post Test ◽  
Answering Questions ◽  
English Subject ◽  
Implementation Of The Strategy

Penelitian ini bertujuan untuk mengetahui bagaimana strategy RIDER (Read, Image, Describe, Evaluate, & Repeat) diterapkan untuk meningkatkan ketrampilan membaca siswa kelas XI di MA Maarif Balong, Ponorogo. Penelitian ini adalah penelitian tindakan kelas dengan dua siklus. Criteria keberhasilan yang ditetapkan adalah bahwa 75% siswa mencapai nilai KKM Mapel Bahasa Inggris, yaitu score 68. Data diambil dengan tes (satu pre-test dan dua post-test di akhir masing-masing siklus) dan observasi kelas selama penerapan strategi. Hasil penelitian menunjukkan terdapat peningkatan yang signifikan pada prestasi siswa. Sebelum penerapan strategi, hasil pretest menunjukkan hanya ada 14,81% (4 siswa) yang mencapai nilai KKM. Hasil posttest siklus pertama menunjukkan bahwa terdapat 29,62% (8 siswa) yang mencapai KKM. Sementara itu, di posttest siklus kedua, seluruh siswa telah mencapai KKM. Demikian pula, hasil observasi menunjukkan angka partisipasi para siswa dalam proses belajar mengajar mengalami peningkatan. Di siklus pertama, hanya 33,33% yang mengajukan pertanyaan, 37,03% menjawab pertanyaan, dan 100% mencari kosakata baru. Di siklus kedua, angkanya secara berurutan menjadi 51,85%, 62,96%, dan 100%. Dengan demikian, melalui penerapan strategi RIDER, ketrampilan membaca para siswa meningkat dan demikian pula antusiasme mereka dalam belajar. [This research is aimed at finding how RIDER strategy is implemented to improve the students’ reading skill at English class at grade XI of MA Ma’arif Balong, Ponorogo. This study is a two-cycle classroom actioIn research, the success-criteria of which is that 75% of the students reach the KKM of English subject, which is score 68. The data are taken from tests (the pretest and two posttests by the end of each cycle) and classroom observation during the implementation of the RIDER strategy. The result of the tests shows significant improvement of the students’ achievement. In the pretests, which is conducted before the implementation of the strategy, only 14,81%  (4 students) reach the KKM; in the posttest in the first cycle, 8 students (29,62%) reach the KKM; and lastly, in the posttest of the second cycle, all students (100%) are successful to achieve the criteria. Regarding the class participation of the students during the implementation of the strategy, the data from the observation shows as follows. In the cycle 1 the student’ activeness in asking question is 33,33%, in answering question 37,03%, in finding new vocabulary 100%. In cycle 2, the students’ activeness improves with the following details: in asking question 51,85%, in answering questions 62,96%, and in finding new vocabulary 100%. Thus, through the implementation of RIDER strategy, the students’ reading skill improves and so does their enthusiasm in learning].

scholarly journals When nontraditional meets traditional: Understanding nontraditional students through classroom discourse analysis

2010 ◽  
Vol 34 (6) ◽  
pp. 14
Author(s):  
Brian Rugen
Keyword(s):  
Discourse Analysis ◽  
Nontraditional Students ◽  
Learning Styles ◽  
Classroom Discourse ◽  
Teacher Research ◽  
Classroom Interaction ◽  
Oral Communication ◽  
Nontraditional Student ◽  
Classroom Discourse Analysis ◽  
Patterns Of Interaction

Nontraditional students often have different learning styles and individual needs compared to their younger classmates. They are generally highly motivated and have a more fully developed set of life skills as well. In Japan, as the number of nontraditional students increases, one concern that needs to be addressed involves the learning conditions language teachers create for increasingly mixed classes of traditional and nontraditional students. This paper demonstrates how classroom discourse analysis, as a form of teacher research, can address this concern. By studying the patterns of interaction with and between students, a teacher can gain a better understanding of how nontraditional students are positioned in classroom contexts and how this positioning may afford or deny opportunities for learning. First, I discuss classroom discourse analysis and offer a few practical suggestions on how teachers can get started researching the patterns of interaction in their own classrooms. Then, I present an example of my own teacher research on classroom interaction from an oral communication class. The example illustrates how a classroom interaction between a nontraditional student and teacher fails to affirm the L2 identity a nontraditional student fashions in the conversation.

scholarly journals Interactions during teacher-fronted class time of English classes in a Chinese university

2021 ◽  
Author(s):  
◽  
Xiaoyan Xie
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Social Participation ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Teacher Student ◽  
Chinese University ◽  
Teacher Student Interaction ◽  
The Way

<p>This research employs an ethnographic approach to examine teacher-student interaction during teacher-fronted classroom time in classrooms for English majors in a Chinese university. It involves two teachers and their respective classes. The data was collected through classroom observing, audio- and video-taping, oral report, interviewing and stimulated reflection across a two and a half month period. The data is analyzed qualitatively, using Nvivo as the main research tool and grounded theory as the approach. Informed by Vygotsky's (1978) sociocultural theory which puts talk at the core of successful teaching and learning, the analysis presented explores the patterns of interaction established in the two classes and learning opportunities embedded in them through the way the teachers interacted with their students. Erickson's (1982) constructs: academic and social participation structures, were adopted as the main frames for analyzing the data since these allow the integration of pedagogical and interactional aspects of teacher-student interaction. Analysis of the academic participation structures in the two classes revealed a traditional textbook-directed, teacher-controlled transmission mode of teaching with the focus on rote learning, vocabulary, mechanical practice, recalling from memory and knowledge rather than on language skill, meaningful interaction, understanding and method. Students were afforded fewer opportunities to participate meaningfully in classroom interaction. The teachers controlled not only the topics of academic learning but the way to learn the content. Analysis of the social participation structures showed that the teacher-student interaction was dominated by the teacher-initiated monologic IRF sequence with the I move mainly used to initiate known-information questions and the F move used to both evaluate and carry on with more instruction. The data shows how the heavy reliance on the strict IRF constrained the students' opportunities to participate in classroom discourse and to develop cognitively and linguistically. At a more general level, reliance on the IRF also shaped and constrained the students' epistemologies and learning styles. However, the picture that emerged was not all bleak. Both teachers allowed for variations to the ways the students participated, allowing the students some choice over when and how to participate. In spite of a relaxed participatory control, student initiations still rarely occurred. Consistent with the holistic nature of qualitative research, the current research also investigated contextual issues which shaped the teacher-student interaction. A range of issues were identified which largely arose from the teachers' view of language and language learning and their lack of professional development. The students were also found responsible for the interactive environment: they shared a lot of their teachers' view of language and language learning, and their cultures of learning, limited language resources and anxiety also contributed to their passive speech role, thus allowing their teachers to play a dominant role in classroom discourse unchallenged. Based on the analysis, a range of pedagogical implications have been suggested addressing academic and social participation structures and professional development of the teachers and contextual issues. The thesis concludes by proposing directions for future research.</p>

scholarly journals Interactions during teacher-fronted class time of English classes in a Chinese university

2021 ◽  
Author(s):  
◽  
Xiaoyan Xie
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Social Participation ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Teacher Student ◽  
Chinese University ◽  
Teacher Student Interaction ◽  
The Way

<p>This research employs an ethnographic approach to examine teacher-student interaction during teacher-fronted classroom time in classrooms for English majors in a Chinese university. It involves two teachers and their respective classes. The data was collected through classroom observing, audio- and video-taping, oral report, interviewing and stimulated reflection across a two and a half month period. The data is analyzed qualitatively, using Nvivo as the main research tool and grounded theory as the approach. Informed by Vygotsky's (1978) sociocultural theory which puts talk at the core of successful teaching and learning, the analysis presented explores the patterns of interaction established in the two classes and learning opportunities embedded in them through the way the teachers interacted with their students. Erickson's (1982) constructs: academic and social participation structures, were adopted as the main frames for analyzing the data since these allow the integration of pedagogical and interactional aspects of teacher-student interaction. Analysis of the academic participation structures in the two classes revealed a traditional textbook-directed, teacher-controlled transmission mode of teaching with the focus on rote learning, vocabulary, mechanical practice, recalling from memory and knowledge rather than on language skill, meaningful interaction, understanding and method. Students were afforded fewer opportunities to participate meaningfully in classroom interaction. The teachers controlled not only the topics of academic learning but the way to learn the content. Analysis of the social participation structures showed that the teacher-student interaction was dominated by the teacher-initiated monologic IRF sequence with the I move mainly used to initiate known-information questions and the F move used to both evaluate and carry on with more instruction. The data shows how the heavy reliance on the strict IRF constrained the students' opportunities to participate in classroom discourse and to develop cognitively and linguistically. At a more general level, reliance on the IRF also shaped and constrained the students' epistemologies and learning styles. However, the picture that emerged was not all bleak. Both teachers allowed for variations to the ways the students participated, allowing the students some choice over when and how to participate. In spite of a relaxed participatory control, student initiations still rarely occurred. Consistent with the holistic nature of qualitative research, the current research also investigated contextual issues which shaped the teacher-student interaction. A range of issues were identified which largely arose from the teachers' view of language and language learning and their lack of professional development. The students were also found responsible for the interactive environment: they shared a lot of their teachers' view of language and language learning, and their cultures of learning, limited language resources and anxiety also contributed to their passive speech role, thus allowing their teachers to play a dominant role in classroom discourse unchallenged. Based on the analysis, a range of pedagogical implications have been suggested addressing academic and social participation structures and professional development of the teachers and contextual issues. The thesis concludes by proposing directions for future research.</p>

scholarly journals Bridging Pedagogical Gaps with Learner Agency

2020 ◽  
Vol 2019 (1) ◽  
pp. 115
Author(s):  
Kathryn Tanaka ◽  
Robert Sheridan ◽  
Daniel Tang ◽  
Jeanette Kobayashi
Keyword(s):  
University Students ◽  
Language Learning ◽  
Student Perceptions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Significant Difference ◽  
Learner Agency ◽  
Students Attitudes ◽  
Insight Into

Currently, many educators in Japan seek student-centered approaches to language learning. Yet, the ways these pedagogies are understood and implemented remain uneven, and there is little research to support effective methods. Here, the researchers examine Japanese EFL university students’ attitudes towards student-centered learning. We elucidate how student perceptions of their language gains change when teachers, students themselves, or their peers are responsible for the preparation and teaching of lessons and material. Researchers had students from four classes teach lessons individually, in pairs, or in groups. Students designed and taught lessons based on articles from the teacher. The four groups completed surveys with quantitative aspects. After the study, follow-up questionnaires provided deeper insight into the results which point to a significant difference in answers for self- and peer-led lessons and also demonstrate that the significance of the results varied based on whether student-taught lessons were led by pairs, groups, or individuals. 現在、日本の多くの教育者が、言語学習における学生主体のアプローチを求めている。しかし、このような教授法への理解と実践は一様ではなく、効果的な方法を支援する研究も少ない。本研究は、日本人EFL大学生を対象に、学生主体の学習への態度を調査し、教師、学生自身、クラスメイトが授業の準備と指導に関与することで、学生の言語獲得に対する認識がどう変化するかを明らかにした。四クラスの学生が個人、ペア、グループで授業を行い、学生は、教師から与えられた記事を元に、授業の構成を考え、実施し、定量形式のアンケートに回答した。調査後、フォローアップアンケートにより、定量的結果についてより深い洞察が得られた。学生が個人で教える場合とペアになって教える場合では回答に大きな違いがあり、また、学生による授業がペア、グループ、個人のいずれによって行われたかにより結果の有意性が異なることが示された。

scholarly journals The Dimension of Discourse in English Class of Higher Education

2020 ◽  
Vol 5 (1) ◽  
pp. 195
Author(s):  
Soraya Soraya
Keyword(s):  
Social Context ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
Personal Control ◽  
Individual Agency ◽  
English Class ◽  
Vernacular Language ◽  
Content Analysis Method ◽  
The Social ◽  
Interactional Context

The research aims to describe the dimension of discourse and identity of English lecturers. This research is conducted with a qualitative approach and content analysis method. The data source is recordings of classroom interaction of English lecturers. The data are analyzed using the classroom discourse framework of Betsy Rhymes which focuses on dimensions, namely social context, interactional context, and individual agency. These dimensions are analyzed through the source of turn takings, contextualization clues, narration, and framing. The result shows that in social context, the lecturers negotiate the interaction by giving more turns to the students, applying all the contextualization clues to accompany the utterance and supporting the interaction with narration and frame all to support students’ contribution. In interactional context, the lecturers include the experience of the students in all sources and use vernacular language. In individual agency, the lecturers include all students in a challenging and inclusive activity. The conclusion of the research is that the interaction in the classroom discourse dimension is influenced by the standard of education and the condition of students who lack confidence to speak English as the social context which influences the use of language in the class. However, the personal control of the lecturers to achieve the standard of education makes him/her manage the language use to provide context of interaction in order to make the students contribute to the interaction.

scholarly journals Extreme forms of evaluation in learning encounters

2012 ◽  
pp. 293
Author(s):  
Laura Cano Mora
Keyword(s):  
Discourse Analysis ◽  
Classroom Interaction ◽  
Exchange System ◽  
Distinctive Features ◽  
Naturally Occurring ◽  
Language Universal

This paper examines the use of hyperbole as a recurrent form of feedback in classroom interaction. It aims to show that hyperbole is a language universal that cannot only be found in learning encounters but also plays an important part in their IRF exchange system. The data examined are naturally-occurring spoken learning encounters extracted from the BNC and analysed within the constraints of placement, sequencing and turntaking of discourse analysis. The results seem to suggest that hyperbole embodies one of the most distinctive features of teaching exchanges: it mainly occurs in the follow-up move and is mainly used to evaluate students’ responses positively. This evaluative teachers’ feedback move is a feature that clearly distinguishes classroom interaction from natural conversation.El presente artículo analiza el uso de la hipérbole como forma habitual de feedback en el aula. El objetivo es demostrar que la hipérbole, característica universal del lenguaje, no sólo se da en el contexto educativo sino que además juega un papel importante en el denominado intercambio IRF. El corpus analizado consta de interacciones reales en el aula extraídas del BNC y analizadas desde la perspectiva del análisis del discurso. Los resultados apuntan a que la hipérbole representa una de las características definitorias del intercambio educativo: con frecuencia se localiza dentro del llamado follow-up move y su función principal es evaluar positivamente las respuestas de los alumnos. Precisamente ésta es una de las características que distingue la interacción en el aula del habla cotidiana.

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