Exploring Classroom Discourse

Walsh, Steve

doi:10.4324/9780203827826

Cited by 465 publications

(330 citation statements)

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“…Bu öğretmenlerin seçilme nedeni eldeki sesli-görüntülü veri kaydının zenginliğidir. Çünkü, söylem analizi çalışmalarında bir öğretmene ait 4-5 farklı ders kaydının alınması önerilmektedir (ör., Cazden, 2001;Liddicoat, 2007;Walsh, 2006Walsh, , 2011.…”

Section: Yöntemunclassified

Discourse Patterns and Communicative Approaches for Teaching Nature of Science

Kaya

Şardağ

Çakmakçı

et al. 2016

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Bu çalışmanın amacı, doğrudan-yansıtıcı yaklaşım ile bilimin doğası öğretiminde öğretmenlerin kullandıkları söylem desenleri ve iletişim yaklaşımlarının belirlenmesidir. Araştırma uzun sureli mesleki gelişim programı ile öğretmenlerin bilimin doğası öğretimi açısından sınıf içi uygulamalarını desteklemeyi amaçlayan bir araştırma projesi kapsamında gerçekleştirilmiştir. Araştırmanın amacı doğrultusunda sınıf içi söylem desenleri ve iletişim yaklaşımlarını belirlemek için söylem analizi kullanılmıştır. Analizler için projeye katılan 22 öğretmenden 8'inin sınıf içi sesli ve görüntülü ders kayıtları kullanılmıştır. Bu kayıtlar içerisinden öğretmen ve öğrencilerin diyaloglarının bulunduğu toplam 507 dakikalık diyaloglar analiz edilmiştir. Araştırma sonuçlarına göre, öğretmenlerin doğrudan-yansıtıcı yaklaşım ile bilimin doğasının öğretiminde 3 farklı söylem deseni (Üçlü, Zincir, Bitişik sözce) ve 3 farklı iletişim yaklaşımı (Etkileşimli ve Diyaloglu, Etkileşimli ve Otoriter, Etkileşimli Olmayan ve Otoriter) kullandığı belirlenmiştir. Söylem desenleri acısından en çok kullanılan desenin üçlü desen (başlatma-yanıtlama-değerlendirme), iletişim yaklaşımları acısından ise etkileşimli ve otoriter yaklaşım olduğu görülmüştür. Bu çalışmadaki analiz türleri ve bulgular bilimin doğası öğretiminde doğrudan-yansıtıcı yaklaşımının daha etkili kullanılması açısından literatüre katkı sağlayacaktır.

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Section: Yöntemunclassified

Discourse Patterns and Communicative Approaches for Teaching Nature of Science

Kaya

Şardağ

Çakmakçı

et al. 2016

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“…A large body of research proves the unequal roles of participants in classroom communication with the teacher managing the conversation and turn-taking [1]. However, the control over the classroom discourse leads to limited learning as there is no place for meaningful, spontaneous and natural interaction.…”

Section: Classroom Discoursementioning

confidence: 99%

“…There is a large body of research that provides insight into classroom discourse; however, the present study focuses on the nature of teacherstudent interaction and patterns of language use in order to make both teaching and learning more effective. The following research questions guided the study: (1) what is the nature of classroom discourse; (2) to what extent does the code switching take place.…”

Section: A Research Objectivesmentioning

confidence: 99%

Classroom Discourse Analysis in EFL Elementary Lessons

Domalewska¹

2015

IJLLL

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Abstract-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. I. INTRODUCTIONFormal instruction accelerates the acquisition of the target language and makes it possible for learners to achieve higher level of proficiency. Having been exposed to rich input in English and having learned the language for many years, it should not be difficult for Thai students to communicate in English. Nevertheless, many learners cannot speak and write fluently and accurately in English. Thus, the problem of many students' failure to communicate effectively needs to be confronted.Successful language learning depends on classroom communication, i.e. interaction learners engage in with their teacher and other learners. The discourse among students and the teacher and among students themselves is central for foreign language learning as it contextualizes learning experiences while active participation in classroom discourse engages learners in the learning process. II. CLASSROOM DISCOURSEA characteristic feature of classroom discourse is the teacher's control of the interaction. A large body of research proves the unequal roles of participants in classroom communication with the teacher managing the conversation and turn-taking [1]. However, the control over the classroom discourse leads to limited learning as there is no place for meaningful, spontaneous and natural interaction. Students can only acquire the language through involvement in interactions and relationships formed when they take part in Manuscript received October 10, 2014; revised January 14, 2015. Dorota Domalewska is with Rangsit University, Pathum Thani, Thailand (e-mail: dorota@outlook.co.th).communication. Language thus activated and internalized becomes part of the students' cognitive resources [2]. Learning needs to be meaningful as it allows "new pieces of information [to be] attached to existing knowledge so that a new, meaningful whole, like the completed puzzle, is formed" [3]. Learning needs to be based on the processes of assimilation, accommodation, developing meaningful cognitive sets (i.e. forming logical connection and organization in the material), and using advanced organizers (i.e. general concepts that help t...

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“…It can be argued that analyzing teachers' and learners' talk and the way they interact in the classroom can reveal a significant amount of information. Walsh (2011) states that "detailed examinations of classroom discourse reveal how interactants collectively co-construct meanings, how errors arise and are repaired, how turns begin, end and are passed or seized" (p. 25). Moreover, in Classroom Discourse and Teacher Development, Walsh (2013) focuses on the importance of understanding classroom interactions as an attempt to improve teaching and learning.…”

Section: The Importance Of Studying Classroom Discoursementioning

confidence: 99%

The Impact of Teacher Speech Modification on the Quality of Interaction and Learning: An Analysis of Spoken Discourse in Saudi EFL Classrooms

Al-Ghamdi¹,

Al-Bargi²

2017

IJL

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The purpose of this study is to investigate, following a qualitative research design, the ways in which English as a Foreign Language (EFL) teachers modify their speech in an endeavor to create interactive learning environments facilitated by the implementation of strategies providing inherently comprehensible input for students. The study also seeks to examine students' reactions to the use of such different speech modification strategies. The data gathered was taken from three different EFL classrooms with a total of sixty-two university students (forty male and twenty-two female) and three non-native speakers (NNS) of English language teachers. The data analysis reveals that EFL teachers regularly modify their talk through the use of different linguistic and interactional strategies in the Saudi EFL context, including the use of simplified grammar and vocabulary, shorter sentences, repetition, and emphatic stress and reduced speech rate. Other modification strategies include the use of clarification requests, confirmation checks, transition markers and hand gestures in order to facilitate student understanding and learning. The data analysis also suggests that teachers' modification strategies have a positive impact on language learners in accelerating their International Journal of Linguistics ISSN 1948-5425 2017 www.macrothink.org/ijl 80 comprehension and developing their classroom interaction. The study results provide valuable implications for foreign language classroom pedagogy and teacher training.

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Exploring Classroom Discourse

Cited by 465 publications

References 0 publications

Discourse Patterns and Communicative Approaches for Teaching Nature of Science

Discourse Patterns and Communicative Approaches for Teaching Nature of Science

Classroom Discourse Analysis in EFL Elementary Lessons

The Impact of Teacher Speech Modification on the Quality of Interaction and Learning: An Analysis of Spoken Discourse in Saudi EFL Classrooms

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