scholarly journals “What is the date today?”: A dialogist perspective on expert EFL teachers’ classroom interaction

2015 ◽  
Vol 3 (3) ◽  
pp. 52-60
Author(s):  
František Tůma
Keyword(s):  
Conversation Analysis ◽  
Sociocultural Theory ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Learning Processes ◽  
Mutual Understanding ◽  
Efl Teachers ◽  
Micro Analysis

Abstract This article presents a micro-analysis of an EFL classroom episode in which the teacher and the pupils worked on the concepts “date” and “day” (and relatedly saying the date in English), which the learners had not fully internalized yet. Conversation analysis (CA) and concepts from sociocultural theory (SCT) are used in the analysis to reveal how the mutual understanding proceeded. It is argued that the presented dialogist perspective can cast light on the intricacies of the teaching and learning processes.

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

scholarly journals Question-declaration coupling in a university meeting talk: Discourse of social inequality and collegiality

2022 ◽  
Vol 9 (1) ◽  
pp. 400-417
Author(s):  
Leonardo O. Munalim ◽  
Cecilia F. Genuino ◽  
Betty E. Tuttle
Keyword(s):  
Social Work ◽  
Social Inequality ◽  
Conversation Analysis ◽  
Teaching And Learning ◽  
Private University ◽  
Sequential Pattern ◽  
Microscopic Features ◽  
Positive Perspective ◽  
New Feature ◽  
Micro Analysis

Conversation Analysis (CA) deals with the description of the microscopic and corpus-driven data in an ‘unmotivating looking’ analytical fashion. As long as there are new, interesting, or deviant features from the data, they are always worthy of a micro analysis. For this paper, we report the ‘question-declaration coupling’ in meeting talks as a new feature and explicate it through the discourse of social inequality and collegiality in the academe. The data came from a total of five recorded meetings from three departments, such as Education, Arts Science, and Social Work, in a private university in Manila, Philippines. The meetings lasted for five hours and 50 minutes. From adjacency pairs of question-answer, the sequential pattern shows that the questions deserve conspicuous answers from the subordinates, but the Chair automatically couples them with declarative sentences and other utterances that serve as continuers. The pattern is categorised as a strategic turn-suppressing mechanism to hold back the members from possibly challenging the existing policies of the institution. It is also seen as a strategic mechanism to deprive the members of extending the litanies of possible counter-arguments. From a positive perspective, we argue that it is through the air of social inequality and collegiality that people are able to know their boundaries in an ongoing interaction. Toward the end, we state the implications of the results for teaching and learning socio-pragmalinguistics. We also recommend future cross-linguistic comparisons for these microscopic features under study, considering the small corpus of this study.

scholarly journals EFL Teachers' and Students' Approaches in Using Teaching Aids: A case Study

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Awwad Othman Abdelaziz Ahmed
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Classroom Setting ◽  
Teaching Aids ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Teachers Attitudes ◽  
Effective Teaching And Learning

The use of teaching aids plays an important role in enhancing students' interaction and participation. Therefore, this research aims to investigate teachers' and students' approaches in using teaching aids and to reinforce their importance. This research also tried to verify whether teaching aids activate teaching and learning processes and more specifically if they make students interactive and effective participants. Moreover, it encourage teachers to update their methods of teaching. A questionnaire is used as an instrument to collect the necessary data. The questionnaire content was based on items to maximize the benefits of various teaching aids use in English as a foreign language (EFL) classroom settings. Twenty teachers and fifty students took part in the questionnaire survey. Findings from the teachers' and students' questionnaires demonstrated that teaching aids help teachers and students activate their teaching and learning processes. Moreover, they help in classroom setting and management. Teachers' attitudes as well as their perception toward using teaching aids to motivate students are positive since they all find the necessity of using them to improve students' English performance. As a result, teachers should be aware that disregarding of teaching aids use impedes learners' motivation. It has been recommended that teachers need to systematically design their own teaching aids for effective teaching and learning betterment.

scholarly journals Spontaneous Gesturing in the EFL Classroom and its Impact on Interaction and Learning: A Case Study

2017 ◽  
Vol 5 (2) ◽  
pp. 34
Author(s):  
Haifa H AlGhamdi ◽  
Fatimah M A Alghamdi
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Classroom Interaction ◽  
Vocabulary Retention ◽  
Independent Observer ◽  
Efl Teachers ◽  
Efl Students ◽  
Preparatory Year

The purpose of this study is to explore the effect of English as a Foreign Language (EFL) teachers’ spontaneous use of non-verbal gesture cues in classroom atmosphere and in teaching and learning English vocabulary at college, EFL Saudi context. Two groups consisting of thirty-nine female students, who are studying in their preparatory year at a major Saudi university, and two female EFL teachers participated in the study. For one session each, the two groups were observed by one of the researchers and an independent observer. Each of the two groups’ teachers was observed while teaching her subject matter to students where the students had to learn a list of new English vocabulary items. Qualitative data from the classroom observation sessions were gathered to identify possible differences in nonverbal behavior and to explore its effect on classroom interaction and general atmosphere. Quantitative data, on the other hand, was gathered through vocabulary tests to find out if different EFL teachers’ nonverbal conduct will impact vocabulary learning. The findings of the study revealed that gesture has a positive impact on classroom interaction. Moreover, gesture has a significant impact on the EFL students’ vocabulary retention. Based on the data anlysis and findings of this study, several implications are made on the topic of gesture and its impact on language learning and classroom interaction for further research and classroom practices.

scholarly journals CONVERSATION ANALYSIS: TURN-TAKING MECHANISM AND POWER RELATION IJ CLASSROOM SETTING

2020 ◽  
Vol 7 (2) ◽  
pp. 118-136
Author(s):  
Candrika Citra Sari
Keyword(s):  
Conversation Analysis ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Classroom Setting ◽  
Absolute Power ◽  
Turn Taking ◽  
Teacher Students ◽  
Whole Class ◽  
Class Interaction

Institutional conversation in the classroom has been known to be fully controlled by the teacher in order to achieve specific goals of the teaching and learning process. This study aims at finding out how teachers manage the flow of classroom interaction, how students may possibly take the floor and issue about power and hierarchy between teacher-students in teacher-fronted whole classroom interaction. The result is expected to give an overview or a reflection on how teachers encourage learning to happen by the way they use their power to manage the turn-taking mechanism in whole-class interaction. The data is in the form of unscripted classroom interaction in the field of language from YouTube. Specifically, the analysis is focussed on analyzing the turn-taking rules in a whole class interaction using Conversation Analysis (CA). The gesture is also one means of communication that accompanied verbal communication, and therefore to enrich the data, the gestures of the participants are also taken into consideration. This study found that teacher and students' turn is asymmetrical. However, the teacher possesses no absolute power in terms of controlling the turn-taking as students appeared to overlap the teacher’s talk to take the turn and try to perform an unfocalized effort to nominate themselves as the first speaker using gestures. The content of teachers’ TCU indicates that the teacher tries to stimulate the students’ critical thinking by posting an open-ended question, and evaluates and responds to students’ answers by using a follow-up question.

scholarly journals Methodological Support Of Teacher Training In English Language Teacher’s Development

2020 ◽  
Vol 02 (12) ◽  
pp. 313-317
Author(s):  
Shukurova Marifat Xodjiakbar Qizi ◽  
◽  
Omina Mukhiddinova Sharofiddin Qizi ◽  
Abdurakhmon Norinboev Vokhidovich ◽  
◽  
...  
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
English Language ◽  
Communication Technologies ◽  
Learning Processes ◽  
Efl Teachers ◽  
Methods And Techniques ◽  
Information And Communication

Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET).

scholarly journals Function of Code Switching Performed by the EFL Teachers in Classroom Interaction

2019 ◽  
Vol 2 (3) ◽  
pp. 465-476
Author(s):  
Andi Patmasari ◽  
Agussatriana Agussatriana
Keyword(s):  
Data Analysis ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Classroom Interaction ◽  
Sampling Technique ◽  
Code Switching ◽  
Data Display ◽  
Qualitative Research Design ◽  
Efl Teachers ◽  
Three Stages

The objective of this research is to determine the functions of code switching performed by the EFL teachers in classroom interaction. This research used qualitative research design which was conducted in SMAN 1 Soppeng. The participants of this research were two English teachers of SMAN 1 Soppeng who were chosen by using purposive sampling technique. To collect the data, the researcher used two kinds of research instrument namely classroom observation and interview. The data obtained were analyzed through Miles and Huberman (1994) qualitative data analysis and combined it with discourse analysis. The procedure of data analysis divided into three stages, namely data reduction, data display, and conclusion drawing/verification. The result of data analysis indicated that there are eleven functions of code switching discovered during the teaching and learning process in classroom interaction, namely checking for understanding, lapses, grammar explanation, pronunciation practice, explaining the meaning of vocabulary, reiteration, topic switch, polite command, speech connective, interjection to get the students’ attention, and emphasize certain word or a point in the conversation. The functions may vary according to the context, situation, and the topic of the conversation.

scholarly journals Pre-Service Foreign Language Teachers’ Perceptions of Research Skills: A Qualitative Study

2017 ◽  
Author(s):  
Eda Elmas ◽  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Language Teachers ◽  
Target Language ◽  
Research Skills ◽  
Teachers Perceptions ◽  
Research Activities ◽  
Efl Teachers

While research skills seem significant for effective and successful foreign language teaching and learning, few studies focused on how English as a foreign language (EFL) teachers perceive research skills in the EFL teaching and learning processes. Research also lacks how EFL teachers perceive research skills and to what extent they are aware of the role, teacher as researcher. Thus, this study aims to explore pre-service EFL teachers’ perceptions of research skills for a deeper understanding of how their perceptions of research skills affect or contribute to the teaching and learning processes. The sample group in the study consisted of 44 pre-service EFL teachers studying at a state university. A background questionnaire, diaries, reflections and interviews were the tools to collect qualitative data. Results showed that research activities develop pre-service EFL teachers’ content knowledge, research skills and target language proficiency, while they perceive several problems during the process. The study suggests that research skills should be a must course in pre- and in-service teacher education programs.

scholarly journals Observing EFL teachers' use of formulaic language in class

2020 ◽  
Vol 15 (1) ◽  
pp. 1-20
Author(s):  
Ton Nu Linh Thoai
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Small Scale ◽  
Learning Context ◽  
Formulaic Language ◽  
Formulaic Sequences ◽  
Frequent Use ◽  
Efl Teachers ◽  
The One

Mastering formulaic language is said to be crucially important in second language (L2) learning as it showcases the L2 user’s different levels of competency: linguistic, psycholinguistic, and communicative. Frequent use of these formulaic sequences also makes an L2 speaker sound more native–like. In a language teaching and learning context where English is a foreign language (EFL), the language teacher is the one major resource of spoken language exposure. Therefore, the quality of teacher’s instructions in an EFL classroom clearly has effects on the learner’s language learning process. Mercer (2001) puts it, “[a]ll […] aspects of teacher’s responsibility are reflected in their use of language as the principal tool of their responsibilities” (p. 243). A great deal of research has been devoted to L2 learners and the acquisition of formulaic language, and classroom interaction, but very little attention has been paid to teachers’ use of formulaic sequences in their classrooms. This paper presents a descriptive study with analytical discussion of extracts from four video–recorded lessons conducted by school teachers in different South–east Asian countries. This small-scale study attempts to explore to what extent non–native EFL teachers are familiar with and use formulaic language during class time.

scholarly journals Teachers’ Understanding-Check Practices and Learners’ Following Orientations in EFL Classroom Interaction: A Conversation Analytic Study

2017 ◽  
Vol 20 (3) ◽  
pp. 26-49
Author(s):  
Sedigheh Karimpour ◽  
Baqer Yaqubi
Keyword(s):  
Teacher Education ◽  
Conversation Analysis ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
Analytic Study ◽  
Cultural Perspective ◽  
Efl Learners ◽  
Naturally Occurring ◽  
Efl Teachers ◽  
Question And Answer

Classroom discourse is typically dominated by question and answer routines in which teachers ask most of the questions, a practice constituting one of the principal ways in which they control the discourse and push learners to contribute to classroom interaction (Brock, 1986; Walsh, 2006). Most of previous research on teachers’ questions mainly focused on identifying and discovering different question types which believed to be helpful in creating the opportunities for learners’ interactions. Drawing on conversation analysis through adopting socio-cultural perspective, this study, however, aims to examine how EFL learners orient to the teachers’ understanding-check questions in three sequential contexts (activity-boundary, post instruction and within-activity) which emerged in this study. Informed by the tenets of conversation analysis, we have observed, videotaped, and transcribed line-by-line 6 EFL teachers’ naturally-occurring classroom interaction. Analyses of 8 episodes from the data suggest that learners seemingly orient to the understanding-check questions used by their teachers as preferring no-problem, which is marked in their orientations to show no-problem responses in the preferred format and yesproblem responses in the dispreferred format. The findings of this study have implications for teacher education.

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