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 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 Positive Politeness Strategies in EFL Classroom Interaction

2019 ◽  
Author(s):  
Rita Erlinda
Keyword(s):  
Teaching And Learning ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Institutional Setting ◽  
Age Difference ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Politeness Strategies ◽  
Teacher Students ◽  
Pragmatic Knowledge

Learning a foreign language involves not only knowing how to speak and write well but also how to behave linguistically. Therefore, the teacher-students interaction in class is influenced by their pragmatic knowledge, how to behave and respond in different situations and contexts. This study approaches teacher-student interaction in the EFL classroom from a pragmatic perspective. It focuses on linguistic politeness; that is, the ways of the teacher expresses politeness verbally through teachers’ use of language. This study explores positive politeness strategies used by the teacher in three 90-minutes English lessons in a senior high school. The data were video-recorded from three different classroom settings where English is the object and the medium of teaching and learning process. The analysis was based on Brown and Levinson’s politeness strategies. The results show that there are six strategies that emerged in the teacher-student interaction, namely: strategy 2: exaggerate interest, approval, sympathy with hearer; strategy 4: use in-group identity marker; strategy 5: seek agreement; strategy 10: offers, promise; strategy 12: including both speaker and hearer in an activity and strategy 13: giving and asking a reason. The age difference, institutional setting, power and the linguistic ability of the students have contributed to the different choices of positive politeness strategies.

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 CLASSROOM INTERACTION PATTERNS AND TEACHERS-STUDENTS PERCEPTIONS ON ENGLISH CLASSES AT SMAN 2 BUKITTINGGI WEST SUMATRA

2018 ◽  
Vol 19 (2) ◽  
pp. 149
Author(s):  
Mike Nurmalia Sari
Keyword(s):  
Teaching And Learning ◽  
Interaction Analysis ◽  
Student Perception ◽  
Classroom Interaction ◽  
Interaction Pattern ◽  
Classification Theory ◽  
Interaction Patterns ◽  
Teacher Student ◽  
Class Interaction ◽  
Interaction Characteristic

This article aims to describe the results of research on interaction patterns and characteristics of classroom interaction in teaching and learning activities in English class in Bukittinggi West Sumatera, as well as perceptions of students and teachers to the interaction. This research type is descriptive and research data is classroom discourse between teacher and student when studying English, as well as questionnaire of student and teacher to class interaction. Participants are 4 English teachers with 3 meetings for each teacher (12 meetings). The research used classification theory of class interaction type from Lindgren (1981), Wajnryb (1992), and El-Hanafi (2013), while for interaction characteristics used Flanders' Interaction Analysis Code (FIAC) model. The results of this study indicate that the dominant interaction pattern is teacher-student with one way traffic interaction, while the dominant interaction characteristic is the cross content. From teacher perception, dominant interaction pattern is student-student interaction and dominant interaction characteristic is teacher support. Whereas from student perception, dominant interaction pattern is teacher-student with two-way traffic interaction, and characteristic of dominant interaction is content cross. It can be concluded that the interaction pattern and the interaction characteristics that occur in the teaching and learning process are strongly influenced by the material and skills taught by the teacher

scholarly journals Teacher – Student Interaction in the English Classroom: A Case Study in a Single Sex School

2018 ◽  
Vol 9 (1) ◽  
pp. 716-721
Author(s):  
Wim banu Ukhrowi ◽  
Suharsono Suharsono ◽  
Suwono Suwono
Keyword(s):  
Conversation Analysis ◽  
Teaching And Learning ◽  
Male Student ◽  
Conversational Analysis ◽  
Sequence Organization ◽  
Single Sex ◽  
Teacher Student ◽  
Preference Organization ◽  
Turn Taking ◽  
Teaching Learning

This study aims to know the pattern of teacher – student conversation in English class in a single sex class. The data were obtained from a private Islamic bilingual high school Jombang. The study used qualitative approach. The data are based on the observations of the classroom and video recordings during three meetings in each class (female and male class). The theory used in the study was conversational analysis proposed by Paul Ten Have. There are four types of conversation analysis. They are turn – taking organization, sequence organization, repair organization, and preference organization. The result showed that the highest number of conversation analysis type was turn – taking organization followed by sequence organization (adjacency pairs) and the preference organization and the lowest number was repair organization. The pattern of teacher student conversation was influenced by several factors such as the topics discussed, the teaching – learning method used by the teacher, the rules of Islamic regulations and the teacher’s strategy in giving extra score to the students. Method. From the results it can be concluded that there were no marked differences of the pattern of teacher – student conversation found in the class of female student and male student only. The teacher had succeeded in the teaching and learning process without considering the gender of the students.

scholarly journals THE IMPORTANCE OF TEACHER – STUDENTS INTERACTION IN COMMUNICATIVE LANGUAGE TEACHING (CLT)

2019 ◽  
Vol 4 (1) ◽  
pp. 46
Author(s):  
Mohammad Abraham Akbar Eisenring ◽  
Margana Margana
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Student Centered ◽  
Teacher Students ◽  
Important Means ◽  
Crucial Part

<p><em>Interaction takes crucial part in English language teaching and learning. It could determine the successfulness of teaching and learning in the classroom. Relying on the fact, interaction becomes the main means for teacher and students to exchange their ideas, feelings, opinions, insights, and etc. Especially for the teachers themselves, maintaining interaction with students is considered to be very important thing. In this case, teachers need to employ some proper strategies and approaches in order to deal with such kind of activity. Nowadays, a great number of teachers apply student-centered approach more than teacher-centered one in the way they teach English. Student-centered approach is believed to be able to encourage the teachers to raise their awareness to interact more with the students by implementing Communicative Language Teaching (CLT). In this library-based research paper, the writers would like to elevate the importance of classroom interaction in Communicative Language Teaching (CLT) as an important means for teachers in their respective classrooms.</em></p>

scholarly journals The Influence of Teacher-students’ Interaction on Motivation to Learn Mathematics Among High School Students in Laikipia County, Kenya

2020 ◽  
pp. 78
Author(s):  
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Simple Random Sampling ◽  
Target Population ◽  
Motivation To Learn ◽  
Mathematics Students ◽  
School Students ◽  
Teacher Students

The purpose of this study was to examine the influence of teacher-students’ interaction on motivation to learn mathematics among high school students. The study was guided by Keller ARCS model of motivation. Descriptive research design was employed in the study. The target population was all 8357 Form Four students from 113 public high schools in Laikipia County. Simple random sampling was used to select sample schools, sample classes and respondents. The sample consisted of 392 mathematics students who participated in this study. A self-administered questionnaire was used in data collection. Cronbach’s alpha was used in estimating the reliability coefficients of research instruments which were acceptable and above 0.7. Data was analyzed using simple regression analysis.The finding showed that teacher-students’ interaction has a significant influence on motivation to learn mathematics. The study concludes that in order to improve effectiveness of teaching and learning, teachers need to use the relevant classroom interaction practices wisely so as to guide and monitor students in the learning process for better motivation so as to enhance acquisition of knowledge.

Learning to Estimate in the Mathematics Classroom: A Conversation-Analytic Approach

1998 ◽  
Vol 29 (3) ◽  
pp. 334-356
Author(s):  
Michael A. Forrester ◽  
Christopher D. Pike
Keyword(s):  
Small Group ◽  
Conversation Analysis ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Conversational Analysis ◽  
Practical Action ◽  
Computational Estimation ◽  
Language And Mathematics ◽  
And Mathematics

In contrast to contemporary estimation researchers who have focused primarily on children's computational estimation abilities, we examined the ideas surrounding the teaching and learning of measurement estimation in the classroom. Employing ethnomethodologically informed conversation analysis, we focused on 2 teachers' instructions during estimation lessons and on pupils' (aged 9-11 years) talk during small-group follow-up activities. The results indicated that estimation is understood as discursively interdependent with measurement and is associated both with teacher-formulated accountability and with vagueness, ambiguity, and guessing. Furthermore, the meaning of what it is to estimate is embedded in practical action. In concluding comments we consider the advantages of using conversational analysis as a method for highlighting the relationships between language and mathematics in the classroom.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

A STUDY OF TURN TAKING IN EXTENSIVE READING LECTURE AT ENGLISH STUDY PROGRAM OF HALU OLEO UNIVERSITY

2019 ◽  
Vol 4 (1) ◽  
pp. 51
Author(s):  
Suhartono Anwair
Keyword(s):  
Qualitative Method ◽  
Classroom Interaction ◽  
Extensive Reading ◽  
Study Program ◽  
Purposive Sampling ◽  
Turn Taking ◽  
Descriptive Qualitative

The study of turn taking in extensive reading lecture is aimed at investigation the types of turn taking and its functions. The scope of this study is restricted only to the classroom interaction in extensive reading lecture. There are 30 students and 1 lecturer taken as the respondents. They are taken by purposive sampling. In collecting the data, all utterances produced by the speakers were recorded and scripted. Finally, those scripts were analyzed by using descriptive qualitative method in terms of types of turn taking and its functions.The result shows that there are three turn taking types in extensive reading lecture, namely: taking the turn, holding the turn and yielding the turn. Additionally, there are eleven functions of turn taking in extensive reading lecture, namely: informative, organisation, affective, responsive, external thinking, interrogative, judgemental, intentional, hypothetical, reproductional, and imaginative functions. Keywords: turn, turn taking, and extensive reading lecture

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