An Ethnographic Approach to Exploring Degree of Involvement in Oral Interactions: The case of L2 classrooms (original) (raw)
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2001
This article reports on a study on classroom interaction in an EFL context in Brazil. The study, of an ethnographic nature, analyses recorded lessons, interviews and questionnaires answered by the students. The social rules governing classroom interaction usually determine an asymmetrical relationship between the teacher and the students, though it may be possible, according to the data obtained, to create an atmosphere of cooperation in which interaction may occur within less asymmetrical verbal patterns. This atmosphere, determined by linguistic, pedagogical, psychological and social factors, favours student language production. The data suggest connections between the students' views of classroom language learning, their engagement in classroom discourse, and possible implications for (foreign) language development.
Ilha do Desterro, 2008
This article reports on a study on classroom interaction in an EFL context in Brazil. The study, of an ethnographic nature, analyses recorded lessons, interviews and questionnaires answered by the students. The social rules governing classroom interaction usually determine an asymmetrical relationship between the teacher and the students, though it may be possible, according to the data obtained, to create an atmosphere of co-operation in which interaction may occur within less asymmetrical verbal patterns. This atmosphere, determined by linguistic, pedagogical, psychological and social factors, favours student language production. The data suggest connections between the students' views of classroom language learning, their engagement in classroom discourse, and possible implications for (foreign) language development. Este artigo relata um estudo sobre interação em sala de aula em um contexto de inglês como língua estrangeira, no Brasil. O estudo, de natureza etnográfica, anal...
Classroom Interaction: A Case Study of Student Talk in an Efl Classroom
2015
Classroom Interaction: A Case Study of Student Talk in an EFL Classroom This research aimed to identify the role of student talk which appeared the most in classroom interaction using Learner Language Exchange Aspect Analysis proposed by Suherdi (2010) and added by Berry (1981) and Ventola (1988); and to investigate the factors influencing the role. The research employed qualitative case study method. The research utilized three instruments; classroom observation, note-taking, and interview. The research was taken place in a class comprising six students in a private course. The research findings showed that the most-appeared role was category 1 (receiving-reacting-verbally-answering-satisfying). Meanwhile, the factors influencing category 1 to appear the most were the way the teacher manages the classroom, the size of the class, student linguistic abilities, and topic area. Key words: classroom interaction, classroom discourse analysis, student talk Interaksi Kelas: Sebuah Studi Ka...
Journal of Physics: Conference Series
This study aims at formulating the teaching and learning's interactional patterns on speaking subjects in universities.This is qualitative study which applied a realistic ethnographic approach. The data were the lecturers and students' speech fragments on learning and teaching speaking skills. The instruments were technically obtained from observation using video recording. The data sources were the lecturers and students' speech fragment at four different specific higher education (HE), the data were further labelled as HE-1, HE-2, HE-4 and HE-3. The data analysis followed Miles and Huberman's interactive models. The results showed that the teachinglearning interactional patterns of speaking subjects at four specific universities remains dominantly controlled by the lecturers. In the HE-1, the lecturers were found speaking more actively than students (TTT) whereas in HE-3 & HE-4, students were given more speaking opportunities (STT), where this has led affecting the students' achievement and optimal learning objectives. The interactions were mainly occured at the time the students construct both their experience and knowledge with the received information. Lecturers at both universities have not been able to facilitate students to developing and expressing their ideas. Among the compared higher education of HE-1, HE-2, HE-3 & HE-4, the learning and teaching interactional patterns at the speaking subjects' implementation were directed towards constructivism. Through generative learning strategy, there were found elements which reflect each step of the strategies, although at an early stage. It is necessary to develop varied learning models which engage students' active participation. In addition, there should be an understanding towards the concept of students' classroom interactional competence.
ENGLISH JOURNAL OF INDRAGIRI, 2018
This study is aimed at finding out how the role of classroom interaction in students’ speaking skill by showing the role of student-student interaction and student-teacher interaction inside classroom. While, the students often found some problems in learning speaking; one of the problem that they faced was lack of interaction in classroom. According to Warda (2015:2) “lack of interaction in EFL classes, could be the first lead to student’s oral poor productions.” Allwright (1984:156) defined interaction as the fundamental fact of classroom pedagogy- the fact that everything that happens in the classroom happens through a process of live-person-to-person interaction. Classroom interaction then is the one of facilitator to start conversation, as Nunan (1991:50) argued in two-way tasks (conversational interaction), all participants have a piece of informational known only to them which must be contributed to the small group discussion for the task to be completed successfully. The wri...
A qualitative study of teacher talk in an EFL classroom interaction in Aceh Tengah Indonesia.pdf
INDONESIAN JOURNAL OF APPLIED LINGUISTICS
Teacher talk plays an essential role in classroom interaction since it can facilitate students to enhance their levels of comprehension toward the learning materials and further encourage them to be more active during the learning process. This qualitative study is aimed to analyze the types of talk employed by the teacher in the classroom interaction based on the framework of Flanders Interaction Analysis Category System (FIACS) promoted by Flanders (1970). The data were collected through audio recording and observation for three class meetings, and interview with the teacher at the second grade of a senior high school in Aceh Tengah, Indonesia. The results showed that all of the seven types of teacher talk were found. Among them, giving directions took place as the most applied interaction by the teacher. It indicates that the teacher mostly controlled and provided the students with directions, commands, or orders in the learning process. Meanwhile, the least used were accepting or using ideas of pupils and accepting feelings. From the result of the interview, this matter occurred due to the lack of students’ participation in expressing their ideas and feelings. Thus, this study is expected to be a reference by which teachers could consider the types of teacher talk to be implemented to improve their students’ activity and interest during the classroom interaction.
But let me talk": An Investigation into Teachers' Interaction Patterns in EFL Classrooms
Issues in language teaching, 2018
Drawing on Walsh's (2012) idea that boosting learners' contribution and interaction can play a key role in their foreign language learning, this mixed-methods study tried to cast some light on the ways by which teachers, via their choice and use of language, create or block learners' contribution in direct interactions in the classroom. A total of 800-minute recordings of 10 teachers' talks and their learners' in English as a Foreign Language (EFL) classes were studied utilizing a Conversation Analysis methodology. The interaction patterns identified in the recordings suggest that teachers could manipulate their talk either to facilitate or obstruct learners' involvement by the inserted turns they take. The findings of the study indicate that the teachers need to minimize their interventions while the learners taking their turns, and instead pave the way for a more interactive discourse. In addition, a 'listening culture' in the classrooms should be e...
A qualitative study of teacher talk in an EFL classroom interaction in Aceh Tengah, Indonesia
Indonesian Journal of Applied Linguistics, 2019
Teacher talk plays an essential role in classroom interaction since it can facilitate students to enhance their levels of comprehension toward the learning materials and further encourage them to be more active during the learning process. This qualitative study is aimed to analyze the types of talk employed by the teacher in the classroom interaction based on the framework of Flanders Interaction Analysis Category System (FIACS) promoted by Flanders (1970). The data were collected through audio recording and observation for three class meetings, and interview with the teacher at the second grade of a senior high school in Aceh Tengah, Indonesia. The results showed that all of the seven types of teacher talk were found. Among them, giving directions took place as the most applied interaction by the teacher. It indicates that the teacher mostly controlled and provided the students with directions, commands, or orders in the learning process. Meanwhile, the least used were accepting o...
The Patterns of Classroom Interaction in English Speaking Course
2018
This research was carried out to explore the patterns of interaction that occurred in the classroom process of English speaking class and teachers educator’s reason in using that pattern in English speaking class in Department of English Language Education UIN Ar-Raniry. Two English speaking teachers educator took part in the study. Classroom observation and reflective interview were used to collect data. The data were analyzed by transcribing and analyzing by using Miles and Huberman’s (1994) framework. The classroom processes carried out by the lecturers were video and audio-recorded. The findings show that the patterns of classroom process the teacher educators did fall into IRF, IRE, Individual work, group work, choral response, teacher talk, open-ended teacher questioning, student initiates - teacher responds, gives challenge, teacher students interaction. However, the most common pattern from the first lecturer is individual work and from the second lecturer are IRF and grou...