scholarly journals Exploring the Practice of Teacher-Student Classroom Interaction in EFL to Develop the Learners’ Speaking Skills in Tullu Sangota Primary School Grade Eight Students in Focus

2017 ◽  
Vol 08 (04) ◽  
Author(s):  
Habtamu Walga Adaba
Keyword(s):  
Primary School ◽  
Classroom Interaction ◽  
School Grade ◽  
Teacher Student ◽  
Speaking Skills

scholarly journals Intonation of Classroom Interaction in the Primary School of Scotland

2020 ◽  
pp. 182-189
Author(s):  
A. K. Pavlova ◽  
E. L. Freydina
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Classroom Interaction ◽  
Classroom Communication ◽  
Primary School Teachers ◽  
Pedagogical Discourse ◽  
Teacher Student ◽  
Multidisciplinary Study ◽  
Frequent Use ◽  
Discourse Intonation

Intonation of classroom communication is viewed within the framework of discourse approach. The study investigates intonation in interactional dimension with regard to speech situation, specific features of pedagogical discourse in primary school, social and cultural parameters. Basing on the data of perception analysis the authors focus on the extralinguistic factors that determine frequent use of rising terminal tones in the discourse addressed to young children. Special attention is given to the institutional principles and norms of teacher-student interaction in primary schools of Scotland. The article contains an overview of the main tendencies in the intonation of primary school teachers, determined by their professional background, regional accent and new pronunciation trends. Approaches to multidisciplinary study of discourse intonation are outlined.

On the Sequentiality of Ordinality and Cardinality

1981 ◽  
Vol 4 (4) ◽  
pp. 391-402 ◽  
Author(s):  
J. Kingma ◽  
W. Koops
Keyword(s):  
Primary School ◽  
Ordinal Number ◽  
Difficulty Level ◽  
School Grade ◽  
The Future ◽  
Task Variables ◽  
Number Development

Some research with Brainerd-like number tasks is reported. 266 subjects (from kindergarten and from primary school grade 1) completed 4 tasks: concrete ordinal correspondence tasks, abstract ordinal correspondence tasks, ordinal number tasks, and cardinal tasks. Results revealed no differences in difficulty level between concrete and abstract ordinal correspondence tasks. The ordinal number tasks were more difficult than the ordinal correspondence tasks. The data also suggest that the child acquires ordinality prior to cardinality. The last finding confirms the conclusion of Brainerd (1978, 1979). Nevertheless, these conclusions are rather weak because of serious differences in psychometric qualities between different kinds of tasks, because of poor operational definitions of cardinality and ordinality, and because of uncontrolled differences in task sensitivity. Only with more refined analyses of task variables will the future of a theory of number development be promising.

scholarly journals Synthesis of Plans to Increase the Results of Ordinary National Education Test by All-Round Tutoring Process for Primary School Grade 6

2021 ◽  
Vol 14 (2) ◽  
pp. 63
Author(s):  
Nuttakan Pakprod ◽  
Kanokrat Jirasatjanukul ◽  
Damrong Tumthong ◽  
Prapa Amklad ◽  
Wipa Lekchom
Keyword(s):  
Standard Deviation ◽  
Primary School ◽  
Target Group ◽  
Educational Testing ◽  
School Grade ◽  
National Education ◽  
Standard Deviations ◽  
The Difference ◽  
High Level ◽  
Basic Level

The objective of this research is to study the results of activities to increase the scores of Ordinary National Education Test. Cluster; teachers of Phetchaburi Rajabhat University comparing the results of Ordinary National Education Test in 2017-2018 and studying the satisfaction of the activities. The target group is 49 schools in Phetchaburi and Prachuap Khiri Khan Provinces, data were analyzed using mean and standard deviation. The study found that the difference of the scores of the Ordinary National Education Test was higher in 32 schools and there is a difference in scores of Ordinary National Education Test tests lower by 2 schools, representing 94.12, with the satisfaction of the participation in the activity of increasing the basic educational testing at the basic level is at a high level with an average of 4.22, standard deviations 0.73, which the participants are satisfied with the process. The process of organizing activities was at the highest with an average of 4.28, standard deviations 0.76 and continues organizing activities to increase the scores of Ordinary National Education Test.

scholarly journals “It’s the Same World through Different Eyes”: A CLIL Project for EFL Young Learners.

2016 ◽  
Vol 18 (1) ◽  
pp. 116 ◽  
Author(s):  
Eleni Korosidou ◽  
Eleni Griva
Keyword(s):  
Primary School ◽  
English Language ◽  
Project Evaluation ◽  
Target Language ◽  
Integrated Learning ◽  
School Grade ◽  
Young Learners ◽  
The Core ◽  
Teaching Context ◽  
Content Development

This paper presents the design, implementation and evaluation of a  project entitled "It's the same world through different eyes", which was based on the principles of Content and Language Integrated  Learning (CLIL) approach  and  was piloted with 4th primary school grade students. More specifically, we employed a dual-focused approach, focusing equally on English language and content development. For the purpose of the project, we designed a mini-syllabus with the stories being at the core of the design. The objectives of the project were to: a) develop the students’ skills in EFL, b) develop their sensitivity towards diversity, c)enhance their citizenship awareness. Students were provided with opportunities to express themselves verbally and non-verbally, and participate in a variety of creative activities in a multimodal teaching context. The findings of project evaluation indicated students’ improvement regarding both their receptive and productive skills in the target language, and the development of children’s citizenship awareness and their sensitivity towards diversity.

scholarly journals Attention to the State Language in the Educational Process

2021 ◽  
Vol 9 (11) ◽  
pp. 320-322
Author(s):  
Amanullayeva Kamola Muminovna
Keyword(s):  
Learning Process ◽  
Public Speaking ◽  
Main Idea ◽  
The State ◽  
Educational Process ◽  
Literary Language ◽  
Teacher Student ◽  
Language Norms ◽  
State Language ◽  
Speaking Skills

Abstract: The main idea of the article is to further increase the focus on the state language, to use it wisely, aimed at replacing the educational process in achieving speech conformity to literary language norms among students and pupils. However, the author provided information on how important a teacher’s speaking skills in learning process. As well as, there are some information about speech culture. Keywords: state language, specialist, teacher, student, pupil, public speaking skills, language culture, to increase practice, oral and written speech.

scholarly journals Improving Students Vocabulary Mastery through Guess My Move Game Gender-Based

2020 ◽  
Vol 5 (2) ◽  
pp. 24-37
Author(s):  
Arsyi Rizqia Amalia
Keyword(s):  
Primary School ◽  
Total Population ◽  
Female Students ◽  
Primary Grade ◽  
Female Group ◽  
Game Model ◽  
School Grade ◽  
Primary School Students ◽  
School Students ◽  
Gender Based

In learning a language, vocabulary is the most important thing that should be mastered by learners. The English ability of primary school students is very closely related to the vocabulary mastery that they have. This research aims to find the answer to the following questions: 1) How is the application of Guess My Move Game model in learning English in primary grade school students? 2) How the students' English vocabulary mastery improve by using the Guess My Move Game model? and 3) Are there differences in the mastery of English vocabulary in male and female students using Guess My Move Game model? The research method was used in this study is Classroom Action Research with Kemmis and McTaggart design. The total population was 24 students of first primary school grade. The group was divided by gender. Based on the performance of group scores, it indicates that the female group gets the highest score, but the average highest score is achieved by the male groups. The result of this research shows that the Guess My Move Game learning model can improve students’ English vocabulary mastery both in individual and group scores.

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