Speech Acts of Classroom Interaction

2018 ◽  
Vol 4 (2) ◽  
pp. 24
Author(s):  
Ahmad Syaifudin Azhari ◽  
Priono ◽  
Nuriadi
Keyword(s):  
Speech Acts ◽  
Classroom Interaction ◽  
Male Students ◽  
Pragmatic Competence ◽  
Student Interactions ◽  
Dominant Type ◽  
Efl Context ◽  
Teacher Student ◽  
Illocutionary Act ◽  
Teachers And Students

Speech acts of classroom interaction have been an interesting topic both in ESL and EFL context. Little research, however, has been held in analyzing speech acts of classroom interaction and its relation to strategies used in EFL context. This paper aims at investigating the types and frequency of speech acts performed in terms of teacher-student interactions. It also focuses on analyzing strategies used by teachers and students in performing the illocutionary act of imperatives. Qualitative method is used by means of mixed pragmatic-discourse approach. The data were collected through observation and recording. Three English teachers and 30 male students grade IX of MTs NW Putra Nurul Haramain are participants for gathering the data. The study reveals that four types of speech acts performed are imperatives, assertive, expressions, and commissives. Of those speech acts performed, the very dominant type of speech acts performed, about 120 acts or 43% is imperatives.  Assertions about 117 acts or 42% are dominant acts.  Expressions about 34 acts or 12% area less dominant category and Commissives about 7 or 2,5% are not dominant. In relation to strategies used in realization of imperatives, the study recognizes that requests as strategies used in realization of request are (a) formal completeness (propositional completeness and modification), (b) level of directness (mood derivable, performative, hedged performative, locution derivable, and conventionally indirect), (c) point of views, (d) context, and (e) mood. The study reveals that imperatives as the most type of illocutionary act performed in classroom interaction. Furthermore, it also indicates the lack of students’ pragmatic competence in performing such an act. For that reason, teachers need to expose the learners with communication strategies in order to speak accurately and appropriately in different context. It needs a further study about pragmatic competence needed in EFL context and material designs for teaching such competences.

scholarly journals Asking about Content and Adding Content: two Patterns of Classroom Interaction

2012 ◽  
Vol 14 (1) ◽  
pp. 28
Author(s):  
Edgar Lucero Batavia
Keyword(s):  
Conversation Analysis ◽  
Speech Acts ◽  
Classroom Interaction ◽  
Target Language ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
University Level ◽  
Interactional Patterns ◽  
Present Characteristic

This research project focuses on identifying and describing the interactional patterns and the speech acts that emerge and are maintainedthrough teacher-student interactions in a university-level EFL Pre-intermediate class. This work also analyzes how these patterns potentiallyinfluence the participants’ interactional behavior. This study then answers two questions: what interactional patterns emerge and how they arestructured in interactions between the teacher and the students in the EFL class? And, how can the utterances that compose the interactionalpatterns potentially influence both interactants’ interactional behavior in the EFL class? The description and analysis of the problem followethnomethodological conversation analysis. The findings show that there are two main interactional patterns in the EFL class observed for thisstudy: asking about content, and adding content. Both patterns present characteristic developments and speech acts that potentially influencethe teacher and students’ interactional behavior in this class. These findings serve as a reference and evidence for the interactional patterns thatemerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.

Politeness Strategies Used in Directive Speech Acts in Classroom Interaction

2015 ◽  
Vol 12 (2) ◽  
Author(s):  
Khairina Dewi ◽  
Lince Sihombing ◽  
Sri Minda Murni
Keyword(s):  
Speech Acts ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Politeness Theory ◽  
Dominant Type ◽  
Teachers And Students ◽  
Politeness Strategies ◽  
Directive Speech Acts ◽  
Directive Speech ◽  
Recorded Observation

This research deals with politeness strategies used in directive speech acts in classroom interaction. It specially focused on types of politeness strategies which were used by teachers and students in directive speech acts, how and why those types were realized the way they were. The approach used in this research was based on politeness theory proposed by Brown and Levinson (1987). The data were the transcriptions of the recorded observation and interview taken by using audio visual recorder in the classroom interaction of SMAN 1 Talawi, Batu Bara. The findings showed that all types of politeness strategies were applied in directive speech acts in classroom interaction. However, they were not used by all participants. Off record was not used in student to student interaction. The most dominant type of politeness strategies used was bald on record. It was used because of the limited vocabulary of the students when they speak English, because of efficiency, to avoid the misinterpretation on the participants, to show the teacher’s power when they commanded the students to do something and to show their firmness when they forbad or admonished the students not to do something. Keywords: Directive Speech Acts; Classroom Interaction; Politeness Strategies

ELF interactions in English-medium engineering classrooms

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 418-427
Author(s):  
Kari Sahan
Keyword(s):  
Language Use ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Observation Data ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Communicative Strategy

Abstract At many universities, English serves as a lingua franca (ELF) between teachers and students for whom English is not their L1. Despite the spread of English-medium instruction (EMI), empirical research on the nature of teacher–student interactions in EMI classrooms remains limited. This study examines the use of ELF in EMI engineering classes at a university in Turkey to explore how teachers and students use code-switching as a communicative strategy in classroom interactions. Data were collected and analysed using a qualitative approach. Nearly 14 hours of classroom observation data were collected from three lecturers and analysed according to patterns of classroom interaction and language use. The findings suggest that teachers and students prioritize communicative efficiency over an adherence to monolingual, NS norms in classroom interactions. Pedagogical implications are discussed for ELT specialists tasked with preparing students for academic study in English and supporting content lecturers in EMI settings.

scholarly journals Gendered Patterns in Teacher-Student Interaction in EFL Classroom: The Greek Context

2017 ◽  
Vol 3 (3) ◽  
pp. 89-98
Author(s):  
Stella Minasyan
Keyword(s):  
Classroom Interaction ◽  
Systematic Investigation ◽  
Student Interaction ◽  
Male Students ◽  
Class Participation ◽  
Teacher Student ◽  
Teacher Attention ◽  
Teachers And Students ◽  
Gendered Patterns ◽  
And Gender

The present research endeavours to shed light on the role that gender plays in the language classroom in the Greek context. As no systematic investigation has considered special aspects of gender and interaction in primary school classrooms, this study seeks to investigate how teachers and students position themselves within different discourses in EFL classroom interaction. The issues discussed include turn-taking and interruptions, praise and reprimand, class dominance, teacher attention and class participation in classroom interaction. Drawing on language and gender research, it was hypothesized that gender of the learner affects the learner’s language use and behaviour during EFL interaction. This study advances our understanding of gendered classroom interaction and highlights important ways in which students’ gender influences teacher-student, as well as student-student interaction. Moreover, this study sheds light on gender bias which occurs in the classroom and thus impedes teachers’ abilities to work successfully with all students. The Greek data revealed great similarity with findings of previous studies by supporting the assumption that: (a) teachers are biased in favour of boys, especially with respect to giving them more attention; (b) male students demand more teacher attention and more instructions from the teacher than their female peers; (c) female students are more likely to receive praise and positive comments, whereas male students are reprimanded by the teacher; (d) male students are more active in class participation, by taking more turns, volunteering and calling out.

A Meta-Analytic Perspective on Sex Equity in the Classroom

2004 ◽  
Vol 74 (4) ◽  
pp. 443-471 ◽  
Author(s):  
Susanne M. Jones ◽  
Kathryn Dindia
Keyword(s):  
Meta Analysis ◽  
Empirical Studies ◽  
Female Students ◽  
Male Students ◽  
Careful Examination ◽  
Positive Interactions ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Sex Equity

This meta-analysis examines patterns of sex differences in teacher-initiated teacher–student interactions. While extensive research has examined factors that influence student evaluations of effective and ineffective teachers, this study examines whether teacher-initiated interactions with students, such as praising or blaming, vary as a function of student sex. After a careful examination of 127 empirical studies, 32 studies were retained for the meta-analysis. The studies were coded for positive, negative, and total interactions. The results suggest that teachers initiate more overall interactions and more negative interactions, but not more positive interactions, with male students than with female students.

Analysis of Teacher-Student Interactions in the Piano Lessons of Adults and Children

1997 ◽  
Vol 45 (1) ◽  
pp. 6-20 ◽  
Author(s):  
Dennis J. Siebenaler
Keyword(s):  
Effective Teaching ◽  
Student Performance ◽  
Student Behavior ◽  
Teaching Effectiveness ◽  
Teacher Behavior ◽  
Student Interactions ◽  
Teacher Student ◽  
Piano Teachers ◽  
Teachers And Students ◽  
Adults And Children

The purpose of this investigation was to identify and describe the characteristics of effective teaching in the piano studio. Thirteen piano teachers were videotaped with one adult student and one child student during three consecutive lessons each. An 8- to 12-minute segment showing work on a piece in progress was excerpted from each of the 78 lessons. Computerized observation procedures, designed specifically for this and related research, were used to record and analyze teacher behavior, student behavior, and lesson progress. Ten representative excerpts were evaluated by five expert piano pedagogues, who rated the teaching effectiveness observed in each. The expert pedagogues were generally reliable in identifying ineffective teaching, but were less reliable in assessing effective teaching. Correlational analyses were used to identify the lesson characteristics associated with effective and ineffective ratings. Relatively active teachers were ranked higher than were inactive teachers. Active teachers provided more modeling and gave more feedback. Student performance episodes generally were shorter among the more active teachers, and students of the more active teachers tended to perform mare successfully. The duration and pace of behavior episodes were important variables in discriminating among levels of instructional quality, with shorter episodes and, thus, faster pace associated with more effective teaching.

scholarly journals Augmented Reality (AR) in Physics Learning: Opportunities to Improve Teacher and Student Interaction in Online Learning

2021 ◽  
Vol 4 (2) ◽  
pp. 145-157
Author(s):  
Siti Nurhasanah ◽  
Abdurrahman Abdurrahman ◽  
Doni Andra ◽  
Kartini Herlina
Keyword(s):  
Online Learning ◽  
Augmented Reality ◽  
Learning Experience ◽  
Student Interaction ◽  
Student Interactions ◽  
Effective Learning ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
Data Collection Technique

This study aims to describe the views of teachers and students in Islamic schools regarding Augmented Reality (AR) assisted learning to facilitate student involvement in learning, as well as increase teacher-student interactions in the learning process during the Covid-19 pandemic. This study uses a mixed method with a qualitative-quantitative explanatory design. The data collection technique used a questionnaire involving 31 respondents, 3 teachers, and 3 students as resource persons in three Islamic high schools in Lampung Province. The results of the study show that AR-assisted methods have the potential to increase teacher-student interaction by implementing a Learning Management System (LMS) that suits their needs and learning facilities. The results also show that AR provides an effective learning experience, because it displays 3D images so that it is easily accepted by students and makes students interested in learning during online learning. Therefore, the use of AR in learning has the opportunity to increase learning interactions between teachers and students.

“Not just bow and string and notes”: Directors’ perspectives on community building as pedagogy in Celtic traditional music education organizations

2018 ◽  
Vol 36 (4) ◽  
pp. 588-600
Author(s):  
Lisa Gilbert
Keyword(s):  
Music Education ◽  
Meaning Making ◽  
Traditional Music ◽  
Learning Goals ◽  
Pedagogical Practice ◽  
Student Interactions ◽  
Teacher Student ◽  
Qualitative Interview Study ◽  
Teachers And Students ◽  
Decision Making Processes

Celtic traditional musics, such as those originating in Ireland and Scotland, are typically transmitted outside formal avenues. Most studies regarding the learning of Celtic traditional music have focused on the experience of teachers and students, but less is known about the philosophies of organization directors who create contexts for teacher–student interactions. In an effort to fill this gap, this qualitative interview study examines the perspectives of nine directors of organizations located in Europe and North America dedicated to teaching Celtic traditional music. Analysis showed that directors perceived the aural transmission of the music as helping students connect with each other and build community. Further, directors’ beliefs about history tended to motivate their decision-making processes toward fostering community as part of their pedagogical practice. The learning goals they set for students tended to emphasize these intangible goals over and above technique- or repertoire-related aims, with social skills being included in their definitions of “musicianship.” Implications are raised regarding meaning-making and beliefs about history in Celtic traditional music communities.

A Preliminary Investigation of Teacher-Reported, Classroom-Level Adversity and Teacher–Student Interactions

2021 ◽  
pp. 106342662110202
Author(s):  
Kristen L. Granger ◽  
Michael D. Broda ◽  
Jason C. Chow ◽  
Nicholas McCormick ◽  
Kevin S. Sutherland
Keyword(s):  
At Risk ◽  
Preliminary Investigation ◽  
Personal Accomplishment ◽  
Interaction Patterns ◽  
Student Interactions ◽  
Group Settings ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
Additional Support

Early elementary-aged students with and at risk of emotional and behavioral disorders (EBD) tend to develop negative interaction patterns with their teachers. This preliminary study examines the extent to which symptoms of teacher burnout and teacher reports of classroom adversity are associated with the likelihood of negative interactions between teachers and students with and at risk of EBD. We conducted observations to assess teacher–student interactions in individual and group settings, and teachers reported on burnout and classroom adversity. This study included 10 teachers and 15 of their students with or at risk of EBD. High levels of classroom adversity increased the likelihood of negative teacher–student individual interaction. High levels of classroom adversity modified the relation between personal accomplishment and negative teacher–student interactions in group settings. Findings suggest teachers may need additional support for engaging in high-quality interactions with students with and at risk of EBD, particularly in classrooms facing high levels of adversity, and inform intervention design and implementation.

An Assessment Of Physics Laboratory Learning Environments, Teacher Interpersonal Behaviour And Their Association With Student s ' Attitude Towards Physics In Higher Secondary Schools of Jammu City

2021 ◽  
pp. 241-262
Author(s):  
Swarn Lata ◽  
Adit Gupta
Keyword(s):  
Secondary Schools ◽  
Learning Environments ◽  
Student Attitudes ◽  
Male Students ◽  
Student Interactions ◽  
Interpersonal Behaviour ◽  
Physics Laboratory ◽  
Teacher Student ◽  
Laboratory Learning ◽  
Students Attitudes

This study presents an assessment of the physics laboratory learning environments, teachers' interpersonal behaviour and students' attitudes towardsphysics at thehigher secondary level. Two widely used questionnaires, i.e. Science Laboratory Inventory (SLEI) and the Questionnaire on Teacher Interaction (QTI) along with an Attitude towards Science Scale was used to assess the perceptions of students about physics laboratory learning environments. The sample consisted of300 students taken from six higher secondary schools of Jammu city. The results of the study showed that students had positive perceptions about their physics laboratory learning environment. Students were found to be helpful, cooperative and supportive of each other in the laboratory classes. They rated their teachers in terms of exhibiting helpful and friendly behaviour, understanding of their needs and were giving freedom and responsibility in the classroom. Significant associations between student attitudes towards physics and physics laboratory learning environments were observed. Also, significant gender differences were found, and the results showed that female students felt that they were more cooperative, interested and encouraged in their physics laboratory classroom as compared to male students. No significant associations have been found to exist between teacher-student interactions and attitude towardsphysics.

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