scholarly journals Teachers Talking in Very Young Learners Immersion Class: How They Did It

2020 ◽  
Vol 5 (12) ◽  
pp. 1694
Author(s):  
Farouq Aji Subroto ◽  
Yazid Basthomi ◽  
Utari Praba Astuti
Keyword(s):  
Teacher Talk ◽  
Young Learners ◽  
English Immersion ◽  
Asking Questions

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This research aimed to describe the language used by the teachers namely teacher talk in VYL English Immersion class whose students’ age ranges from three to six years old and to describe how the language was used effectively in the class. The results showed that there were four types of teacher talk used frequently to help the teachers teach effectively in the class namely (1) giving directions, (2) giving information, (3) asking questions, and (4) praising and encouraging. Those four talks did not work alone in the class; the teachers also use gesture and demonstration to accompany the talks.</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mendeskripsikan tipe-tipe bahasa Inggris yang digunakan guru dalam konteks pengajaran bahasa Inggris pada kelas imersi dengan siswa berusia antara tiga sampai enam tahun dan menjelaskan bagaimana tipe-tipe bahasa tersebut digunakan secara efektif di kelas. Hasilnya, terdapat empat tipe bahasa yang sering digunakan guru untuk menyampaikan materi, yakni (1) pemberian arahan, (2) pemberian informasi, (3) pertanyaan, dan (4) pujian dan dorongan. Keempat tipe bahasa tersebut tidak digunakan secara independen di kelas. Guru juga menggunakan bahasa tubuh serta demonstrasi kegiatan saat menggunakan keempat tipe bahasa tersebut.</p></td></tr></tbody></table></div>

scholarly journals TEACHER TALK IN YOUNG LEARNERS� CLASSROOM INTERACTION

2020 ◽  
Vol 6 (1) ◽  
pp. 89
Author(s):  
Silpia Rahayu ◽  
Trisnendri Syahrizal
Keyword(s):  
Foreign Language ◽  
Group Discussion ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Fifth Grade ◽  
Young Learners ◽  
Teacher Needs ◽  
Asking Questions ◽  
Grade Classroom ◽  
Descriptive Method

In English Foreign Language (EFL) class, learners are not familiar with English in daily conversation, except several learners who have background in using English in their home or environment. Therefore, teacher plays a significant role as facilitator to introduce them into the language. This study aims to describe teacher talk and students talk as well as the way teacher talk is realized in young learners� classroom interaction by applying a descriptive method. The fifth grade classroom interaction at a primary school in Majalengka was recorded as the sample of the analysis. The data gained through observation was in the form of transcribed interaction. Besides, interview was also used to collect the data. To analyze the data, this study employed Flanders Interaction Analyzed Categories. Upon analyzing the data, the following findings are identified; 1) Accepting feeings (2 occuraces); 2) Encouragement (17 occuraces); 3) Accepting or using ideas of learners (54 occuraces); 4) Asking questions (142 occuraces); 5) lecturing (49 occuraces); 6) Giving directions (53 occuraces); 7) Criticizing learners behaviour (9 occuraces); 8) Learners-response (151 occuraces); 9) Learners-initiation (7 occuraces); and 10) Period of silence or confusion (8 occuraces). Finally, the use of similar activity for too long will make young learners feel bored, therefore, teacher needs to provide variety and more meaningful activities. In this case, teacher can use various techniques to stimulate learners� response. Besides, creating group discussion will give more opportunity to the learners to talk and learn from their peers.Keywords: teaching speaking; teacher talk; students talk; young learners.

scholarly journals Puppet As Media In Improving Young Learners’ Participation In Conversation

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Wardah Wardah ◽  
Ridha Nabillha
Keyword(s):  
Action Research ◽  
Fifth Grade ◽  
Young Learners ◽  
The Third ◽  
Fifth Grade Students ◽  
Asking Questions ◽  
Answering Questions

This action research aimed to improve students’ participation in English conversation. The participants were 38 of the fifth grade students of SD Muhammadiyah 2 Pontianak. Observation and fieldnote were used to collect and analyze the data.  The research findings  showed that the use of puppet as media can improve students’ participation in English conversation. In the first cycle, the percentage of the students’ participation in English conversation was 53%: 11 students participated in asking question, 6 students participated in answering questions,  and 3 students participated in giving opinions. In the second cycle, the students’ participation improved to 61%: 14 students participated in asking question, 8 students participated in answering question,  and 4 students participated in giving opinions. Finally, in the third cycle, the percentage of students’ participation was 74%: 14 students participated in asking questions, 11 students participated in answering questions,  and 5 students participated in giving opinions. Cycle two and three  showed improvement on the students’ participation in asking questions, answering questions, and giving opinions when being taught by using puppet. Hence, Puppet as media can improve students’ participation in English conversation. Keywords: Puppet, Young Learners, Conversation

scholarly journals TRACING NATIVE TEACHER TALK AND CLASSROOM INTERACTION IN EFL CONTEXT

2020 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Jihan Aisah Kirahla ◽  
Peptia Asrining Tyas
Keyword(s):  
Foreign Language ◽  
Research Design ◽  
Learning Process ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Efl Context ◽  
Young Learners ◽  
Language Classroom ◽  
Interview Guide ◽  
The Way

Since teacher talk is a necessary input for the students in an EFL (English as a Foreign Language) classroom, the objectives of this study are analyzing the categories of teacher talk and the classroom interaction in young learners’ classroom at reputable English Courses in Malang. This study used descriptive qualitative as the research design by using an observation sheets and an interview guide as the instruments. Besides, the researcher recorded the audio for every meeting. The result shows that, the teacher talk used in the classroom has been classified as direct teacher talk covering informing something, giving directions, and justifying students’ authority. For the classroom interaction in the class, it was found that the way students responded to their teacher’s talk was by individually. Further, it was found that direct teacher talk was implemented in the learning process and the implementations of this teacher talk were also connected with the way the students respond to their teacher talk

scholarly journals A Descriptive Analysis of Young Learners’ Behaviours toward TEFL

2018 ◽  
Vol 11 (1) ◽  
pp. 79
Author(s):  
Choiril Anwar ◽  
Wa Ode Runi Kusumawarni
Keyword(s):  
Foreign Language ◽  
Descriptive Analysis ◽  
Total Sample ◽  
Teaching English ◽  
Young Learners ◽  
Positive Behaviors ◽  
Grade 5 ◽  
Asking Questions ◽  
Independent Variable ◽  
Academic Year

This research was surely aimed at investigating young learners’ behaviors toward the teaching English as a foreign language (TEFL). This qualitative research used descriptive method. It was conducted in SD Islam Sultan Agung 4 Semarang. The population of this research was the students of grade 5 and students of grade 6 in the academic year of 2017/2018 with the total sample was 70 students, consisting of 32 students of Grade VA and 38 students of Grade VI. In this research, the researchers used convenience sampling to determine the sample of the research. The variables of this study were teaching English as a foreign language which is as independent variable and young learners’ behavior functions as dependent variable. The data collection techniques of this research were through 1) observation and 2) close-ended questionnaire. The results of the research then indicated that young learners showed positive behaviors toward the teaching English as a foreign language such as paid attention to the teacher’s explanation, wrote down and read the material, actively and bravely in asking questions to the teacher, and made the vocabularies list to be memorized.Keywords:  Teaching English as a Foreign Language; Behavior; Young Learners

scholarly journals THE ANALYSIS OF TEACHER AND STUDENTS TALK IN INDONESIAN EFL CLASSROOM INTERACTION

2018 ◽  
Vol 4 (1) ◽  
pp. 73
Author(s):  
Shilvia Nur Meida ◽  
Fahrus Zaman Fadhly
Keyword(s):  
Learning Process ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Note Taking ◽  
The Third ◽  
Speaking Skill ◽  
Asking Questions ◽  
Dominant Characteristic ◽  
Analysis System ◽  
Teaching Learning

This research analyzes teacher and students talk in Indonesian EFL classroom interaction in University of Kuningan in second semester who are taking Speaking 2 subject. This qualitative data was from observation, note taking, and interview. The result of classroom observation found the content cross as the most dominant characteristic in teacher and students talk, it means that most of the teaching learning process devoted to asking questions and lecturing by the lecturer. The proportation of content cross was 65.55% in the first meeting, 95.88% in the second meeting, and 97.44% in the third meeting. While, in the additional data, the most dominant category found was teacher talk. It means that all of teacher talk categories appear in each meeting. The proportation of teacher talk is 38.16% in the first meeting, 55.11% in the second meeting, and 54.83% in the third meeting. In addition, the result of note taking and interview indicated that the interaction always happened in teaching learning process among students although the lecturer�s role is still dominant.Keywords: teacher and students talk, FIAC analysis system, speaking skill

scholarly journals TEACHERS� BELIEFS ON TEACHER-STUDENTS INTERACTION IN YOUNG LEARNERS� ENGLISH CLASS

2019 ◽  
Vol 5 (2) ◽  
pp. 113
Author(s):  
Maria Setyaningsih Nernere
Keyword(s):  
Elementary Schools ◽  
Language Acquisition ◽  
Dominant Role ◽  
Teacher Talk ◽  
Self Reflection ◽  
Young Learners ◽  
English Classes ◽  
English Class ◽  
Teachers Beliefs ◽  
Teacher Students

Researchers find that teacher plays dominant role in managing the teacher- students interaction, the important aspect affecting the language acquisition process in young learners� class. Hence, to make sure that the teacher-students interaction goes well for achieving the classroom goals, how the teacher manages the interaction should be investigated further. As beliefs can affect how people act, this research aims to investigate the teachers� belief on teacher-students interaction in young learners� English class. This is a qualitative research using direct observation in two English classes at two different Elementary schools and in-depth interview with two English teachers as the data collecting techniques. The data revealed that the teachers� beliefs affecting how the teacher-students interaction goes consist of beliefs about goals, process, and source of teacher- students interaction. Overall, the interactions were done toachieve two goals namely promoting language acquisition and controlling learning atmosphere. The source of interaction namely teacher talk was adjusted to young learners� characteristics to make the process of learning meaningful. This finding gives conceptual insight about how the system of teacher-students interaction in English learning process in Elementary schools works. Then, it may be beneficial for the teachers as a means supporting self- reflection, schools� evaluation and also for the educational practitioners who want to investigate the TSs interaction in more details.

Teaching Science In Selected Secondary Schools of Rajasthan – A Case Study

2021 ◽  
pp. 151-163
Author(s):  
Ram Babu Pareek ◽  
Asha KVD Kamath
Keyword(s):  
Science Teachers ◽  
Teaching Science ◽  
Teacher Talk ◽  
Group Discussions ◽  
Government Schools ◽  
Learner Participation ◽  
New Concepts ◽  
Asking Questions ◽  
Teaching Learning ◽  
Science Classes

The present study is based on the observation of 38 Science classes of IX and X of 14 Government schools of Churu and Jalore districts of Rajasthan. Data was collected by observing the teachers teaching Science, interviewing the Science teachers and by holding Focus Group Discussions with a representative group of students in each school. The present paper is based on the data collected for a study on 'Classroom Processes of RMSA' of NCERT. The study revealed that in most of the classes the lesson was introduced by stating the topic. Presentation of new concepts was done in most of the classes mainly by teacher talk. Activity was used for presentation of the new concept in only one class of a school located in Educationally Backward Block (EBB). Learner participation in asking questions was never found in about 34% of the classes where as in about 10% of the classes it happened often. Role play was organized for the learners only in two classes of SC/ST area. Blackboard was often used in most of the classes, but it was never used in five classes, which come under SC/ST area, disturbed area and EBB. The textbook was used to explain the content in 50% of the classes and for giving assignments in more than 20% of the classes. It was also observed that evaluation was done by asking oral questions in about 71% of the classes and no evaluation was done in 5% of the classes. The class was concluded abruptly in 25% of the classes without summarising the main points or creating opportunities to go beyond the textbook. The findings recommend for an intensive study of teaching Science and immediate actions for improving the teaching-learning process in schools.

Disambiguating recasts with prosodic and extra-linguistic cues in task-based interactions among young learners

2019 ◽  
Vol 1 (2) ◽  
pp. 187-206
Author(s):  
Amy Kong ◽  
Gavin Bui
Keyword(s):  
Hong Kong ◽  
Facial Expressions ◽  
Young Learners ◽  
Linguistic Cues ◽  
Post Test ◽  
Question Formation ◽  
Asking Questions ◽  
Question Development

Abstract This study investigates the relative effects of enhanced and unenhanced recasts on young learners’ question development in L2 English, examining whether enhanced recasts can contribute to disambiguation. Forty-six Secondary One students in Hong Kong were evenly divided into an enhanced recast group and an unenhanced recast group. Each participant participated in a pretest, followed by three treatment sessions in three consecutive weeks. Participants in the enhanced recast group received enhanced recasts with prosodic (tonal stress) and extra-linguistic (gestures and facial expressions) cues from the teacher, whereas those in the unenhanced recast group received normal recasts when they made mistakes when asking questions. After that, an immediate post-test and a two-week delayed post-test were carried out to examine participants’ progress in L2 question formation. The results of the immediate post-test showed that both types of recasts contributed to L2 advancement, but the effects of enhanced recasts were relatively strong as compared with unenhanced recasts. Both groups performed significantly better in the delayed post-test than in the pretest, indicating the robust effects of recasts (enhanced or unenhanced) on learning L2 question formation. However, the differences between the two groups were significantly reduced in the delayed post-test. In addition, the enhanced group scored significantly lower in the delayed post-test than in the immediate post-test, suggesting a greater degenerating effect of enhanced recasts than unenhanced recasts.

scholarly journals The Analysis of Teacher Talk and The Characteristic of Classroom Interaction in English for Young Learner

2019 ◽  
Vol 8 (2) ◽  
pp. 166-174
Author(s):  
Nurul Khusnaini
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Learning Material ◽  
Language Classroom ◽  
New Learning ◽  
Asking Questions

ABSTRACT This study was aimed to find out the type of teacher talk and the characteristic of classroom interaction take place in the English language classroom of Semarang Multinational School.This study applied descriptive qualitative research. There were two activities in gathering the data of this study: observation and audio recording. In analyzing this study, the researcher used interactive theory proposed by  Flander (1989). The findings showed that based on Flanders Interaction Analisys Categories (FIAV), the teacher indirectly influenced the students in teaching and learning process by relying hard on asking questions. Besides asking questions to students, teacher also used (1) accepting students’ feeling, (2) praising or encouraging students, and (3) accepting or even using students’ ideas. In addition the pattern of content cross interaction tended to be more on asking questions than lecturing behavior. It indicated that teacher often relied on asking questions to students in the teaching and learning process rather than to introduce new learning material and help conveying information to students. In conclusion, the teacher indirectly influenced the students in the teaching and learning process. This kind of interaction indicated that teacher often relied on asking rather than lecturing the students. Keywords: Teacher Talk, Classroom Interaction, Flanders Interaction Analysis Categories

Sign in / Sign up

Export Citation Format

Share Document