scholarly journals A Study on Teacher’s Questioning in Classroom Conversation - Focusing on the Questioning Sequences -

2017 ◽  
Vol null (65) ◽  
pp. 1-30
Author(s):  
김주영 ◽  
박창균
Keyword(s):  
Classroom Conversation

A Poet’s Journey as A/r/tographer: Poetic Inquiry With Junior High School Students

2010 ◽  
Vol 4 (1) ◽  
pp. 239-253
Author(s):  
Sean Wiebe
Keyword(s):  
High School ◽  
High School Students ◽  
Social Change ◽  
Junior High School ◽  
Critical Consciousness ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Poetic Inquiry ◽  
Classroom Conversation

In this paper I explore the connection between a/r/tography and poetic inquiry, and how together they cultivate multiple ways of understanding. I further claim that classroom situations are most provocative of thoughtfulness and critical consciousness when each student participates in the classroom conversation from his or her lived situations. While difficult, teachers who can facilitate rich interchanges of dialogue within a plurality of voices are genuinely creating communities of difference and thus imagining real possibilities for social change.

More Classroom Conversation

ELT Journal ◽  
1969 ◽  
Vol XXIV (1) ◽  
pp. 27-29
Author(s):  
A. WHARTON
Keyword(s):  
Classroom Conversation

scholarly journals TINDAK TUTUR DIREKTIF GURU DALAM WACANA INTERAKSI KELAS ANAK TUNARUNGU

LITERA ◽  
2013 ◽  
Vol 12 (1) ◽  
Author(s):  
Ardianto Ardianto
Keyword(s):  
Speech Acts ◽  
Classroom Interaction ◽  
Qualitative Approach ◽  
Classroom Conversation ◽  
Directive Speech Acts ◽  
Directive Speech

This study aims to describe forms, functions, and strategies of the teacher’s directive speech acts in the discourse of deaf children’s classroom interaction. It employed the qualitative approach. The data were naturalistic in nature, collected from communication occurring in classroom interaction. The findings are as follows. First, the forms include declarative, interrogative, and imperative ones. Second, the functions comprise commands, requests, prohibitions, permissions, suggestions, expectations, invitations, warnings, and elicitations. Third, the strategies consist of direct and indirect ones. The realization of the forms, functions, and strategies of the teacher’s directive speech acts is based on a variety of contexts underlying classroom conversation discourse.

scholarly journals al-Tanawub al-Lughawi Baina al-Lughah al-Arabiyah wa al-Indunisiyyah Li al-Muhadatsat al-Fashliyah Fi Madrasah Tarbiyah al-Mu’allimin al-Islamiyah Bi Ma’had al-Amin Madura

2020 ◽  
Vol 4 (2) ◽  
pp. 227
Author(s):  
Muhammad Thohir ◽  
Abdul Kirom
Keyword(s):  
Social Context ◽  
Data Collection ◽  
Qualitative Methods ◽  
Code Switching ◽  
Theory And Practice ◽  
Teachers And Students ◽  
Micro Level ◽  
Specific Theme ◽  
Classroom Conversation ◽  
Lack Of Knowledge

This reserach aims to describe the phenomenon of Arabic and Indonesian code switching at TMI al-Amien Prenduan Madura. The use of Arabic as the instruction language of classroom remains a problem because of the language backgrounds diversity both teachers and students. The problem refers to code switching between two or more languages. By using qualitative methods, the research uses recordings, observations and interviews as data collection tools. Then the data is sorted and analyzed by comparing and discussing the presentation of the data based on the theory and practice sections. The results showed that code switching between Arabic and Indonesian occurred in the classroom, either in formal or informal language variations. The causes or motives for using code switching are identified in five reasons, (1) specific theme, (2) quotation, (3) solidarity, (4) clarification, and (5) terminology. This finding rejects the view that code switching is a language defect, such as the case of language interference which occurs due to a lack of knowledge about linguistic elements. On the contrary, this finding strengthens the case of Arabic and Indonesian code switching as the deliberate use of language for certain social purposes, both teachers and students, which is supported by a variety of pragmatics and a micro-level social context, as the classroom conversation strategy.

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