scholarly journals An Analysis of Ghanaian Tertiary ESL Classroom Lectures: The Case of Achievement Communicative Strategies

2021 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Charlotte Fofo Lomotey ◽  
Joyce Debrah-Amofah
Keyword(s):  
Teaching And Learning ◽  
Communication Process ◽  
Linguistic Knowledge ◽  
Intended Meaning ◽  
Descriptive Case Study ◽  
Tertiary Institutions ◽  
Communicative Strategies ◽  
Communication Goals ◽  
Teachers And Students ◽  
Achievement Strategies

Whenever we speak, we use specific strategies to help us achieve our communication goals (Nakatani, 2006). These can be reduction or achievement strategies. Achievement strategies are used by teachers and students to help them overcome their inadequate linguistic knowledge (Trihastuti & Zamzani, 2018) so that lessons can ensue smoothly. This study sought to investigate achievement communicative strategies used by lecturers and students in two public tertiary institutions in Ghana. An observational descriptive case study design was adopted with 12 Communication Skills classrooms purposively sampled from the two institutions. Lesson recording and observation were the instruments used to collect data and analysed using conversation analysis. The analysis revealed that strategies such as code-switching, all-purpose words, literal translation, and appeal for assistance were employed whenever lecturers and students realized they had problems expressing their intended meaning and they needed to solve the problems. It was revealed that the functions of the strategies were for repair to reach communication goals, to convey meaning, to ensure language accuracy, and to request for explanation and clarification. It also showed that the reasons for using the strategies were to avoid a break in the communication process, to develop learner autonomy, and to deepen lecturer-student interaction. Accordingly, it is recommended that such strategies (and others) should be incorporated into the teaching and learning process to create opportunities for meaningful communication to enable lecturers and students develop their communicative competence.

scholarly journals Tindak Tutur Direktif Langsung Literal Guru pada Pembelajaran Teks Eksposisi di Kelas X IPS-3 SMA Negeri 3 Boyolali (Literal Directive Speech Act in Exposition Text Learning in Class X IPS-3 SMA Negeri 3 Boyolali)

JALABAHASA ◽  
2017 ◽  
Vol 13 (2) ◽  
pp. 109
Author(s):  
Siti Maesaroh
Keyword(s):  
Speech Acts ◽  
Teaching And Learning ◽  
Speech Act ◽  
Communication Process ◽  
Text Learning ◽  
Classroom Communication ◽  
Teachers And Students ◽  
The Subject ◽  
Directive Speech Acts ◽  
Directive Speech

Bahasa merupakan alat interaksi sosial atau alat komunikasi antarmanusia, termasuk di dalamnya komunikasi antara guru dengan siswa dalam kegiatan belajar mengajar di kelas. Dalam setiap komunikasi di kelas, guru dan siswa saling menyampaikan informasi yang dapat berupa pikiran, gagasan, maksud, perasaan, maupun emosi secara langsung. Setiap proses komunikasi memunculkan tindak tutur dalam satu situasi tutur. Hal inilah yang melatarbelakangi penulis untuk melakukan penelitian. Adapun tujuan penelitian ini adalah untuk mendeskripsikan bentuk-bentuk tindak tutur direktif guru dalam pembelajaran teks eksposisi di Kelas X IPS-3 SMA Negeri 3 Boyolali. Strategi yang penulis pilih adalah langsung literal agar mempermudah pemahaman terhadap mitra tutur. Objek penelitian ini adalah tindak tutur guru dan siswa dalam proses pembelajaran. Subjek penelitian ini adalah seorang guru yang mengajar bahasa Indonesia di Kelas X IPS-3 SMA Negeri 3 Boyolali. Pengumpulan data menggunakan metode pengamatan, perekaman, dan pencatatan. Hasil penelitian membuktikan bahwa bentuk tindak tutur direktif langsung literal yang dilakukan guru dalam pembelajaran teks eksposisi di Kelas X IPS-3 SMA Negeri 3 Boyolali berfungsi untuk menyuruh, memohon, menuntut, menyarankan, dan menantang. Tindak tutur direktif langsung literal yang dominan dilakukan guru dalam pembelajaran adalah menyuruh. Language is a means of social interaction or communication among people, including the communication among teachers and students in the teaching and learning activities in the classroom. In every classroom communication, the teacher and student convey information to each other that can be thoughts, ideas, intentions, feelings, or emotions directly. Every communication process brings up acts of speech in a speech situation. This is what lies behind the author to do this study. The purpose of this study is to describe the forms of directive speech acts of the teacher in learning text exposition in Class X IPS-3 SMA Negeri 3 Boyolali. The strategy choosen by the author is literal direct to facilitate understanding towards the interlocutor. The object of this study is the speech acts of teachers and students in the learning process. The subject of this study is a teacher who teaches Indonesian in Class X IPS-3 SMA Negeri 3 Boyolali. The data are collected using observation, recording and noting methods. The result of the research proves that the form of literal direct directive speech act done by teacher in exposition text lesson in Class X IPS-3 SMA Negeri 3 Boyolali serves to ask, to beg, to demand, to advise, and to challenge. The literal direct directive speech act that is dominant done by the teacher in learning is to order.

scholarly journals New Strategies for New Literacies - Digital Strategy Backpack Samplers

2018 ◽  
Vol 7 (1) ◽  
pp. 1-24
Author(s):  
Shufang Shi Strause ◽  
Nance Wilson
Keyword(s):  
Communication Skills ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching With Technology ◽  
Educational Approach ◽  
Communication Goals ◽  
Teachers And Students ◽  
Digital Strategy ◽  
Pre Service Teacher ◽  
New Strategies

The skills and strategies of effective communication are at the heart of literacy teaching and learning; engaging with digital technologies to communicate puts new demands on teachers and students. The communication tools of the 21st century require a rethinking of our 19th century educational approach to fully integrate digital tools into the classroom.  We must help pre-service teachers learn how to leverage technology to build students’ communication skills across the curriculum. The authors describe two different Digital Strategy Backpacks that were integrated into a pre-service teacher education instructional technology class.  The backpacks illustrate how learners apply communication skills and strategies with a range of technologies.  The authors acknowledge that the Digital Strategy Backpacks are just a taste of this technique, however, we contend that they demonstrate how teachers and teacher educators can put communication goals at the front and center of teaching with technology.

scholarly journals A PEDAGOGIA DA ALTERNÂNCIA COMO PROPOSTA DE EDUCAÇÃO NO CAMPO: UM ESTUDO NA ESCOLA FAMÍLIA AGRÍCOLA ITAPIREMA EM RONDÔNIA, BRASIL

2019 ◽  
Vol 2 (2) ◽  
pp. 0190-0204
Author(s):  
Claudineia Ferreira dos Santos ◽  
Charles Carminati de Lima ◽  
Yanet Reimondo Barrios ◽  
Daniete Fernandes Rocha
Keyword(s):  
Social Inclusion ◽  
Teaching And Learning ◽  
Boarding School ◽  
Professional Preparation ◽  
The State ◽  
Descriptive Case Study ◽  
Espírito Santo ◽  
Teachers And Students ◽  
Integral Education ◽  
Espirito Santo

RESUMO. Este estudo evidencia as contribuições da Pedagogia da Alternância na formação educacional e social dos estudantes residentes em uma área rural no Estado de Rondônia. O princípio básico da Pedagogia da Alternância propõe aos estudantes mesclar períodos em regime de internato na escola com outros em casa. Esta proposta foi criada por camponeses da França em 1935. No Brasil, essa iniciativa chegou a partir de missões jesuítas no Espírito Santo, em 1969. Logo se espalhou por 20 estados brasileiros, onde os alunos cursam disciplinas regulares do currículo do Ensino Fundamental e Médio, além das disciplinas específicas relacionadas à agropecuária. Trata-se de um estudo de caso de natureza descritiva, em uma abordagem qualitativa. Para a coleta de dados, foi realizada uma pesquisa documental e entrevistas com professores e com alunos concluintes do curso técnico em agropecuária de uma Escola Família Agrícola (EFA). Constatou-se que a relação de ensino e aprendizagem entre os professores e os estudantes da EFA baseia-se em quatro pilares: Formação integral, Pedagogia da Alternância, Inclusão social e Associativismo. Pelos resultados, pôde-se observar a opção predominante em estudar na Escola Família Agrícola (EFA Itapirema) pelo fato de a escola possuir um curso técnico de preparação profissional. A pesquisa identificou uma carência de investimentos em infraestrutura e materiais pedagógicos na escola. Contudo, destaca-se no estudo que a totalidade dos alunos egressos se mostra satisfeita com a escola. ABSTRACT. This study evidences the contributions of the Alternation Pedagogy in the educational and social formation of young people living in a rural area in the State of Rondônia. The basic principle of Alternation Pedagogy proposes that students merge periods in boarding school with others periods at home. This methodology was created by peasants from France in 1935. In Brazil, this initiative came from Jesuit missions in the state of Espírito Santo, in 1969. Soon it spread to 20 Brazilian states, where students attend regular disciplines of the curriculum of Elementary and Middle School, in addition to the specific disciplines related to agriculture and cattle raising. This is a descriptive case study in a qualitative approach. For the collection of data, a documentary research was carried and interviews were conducted with teachers and with students graduating from the agricultural technical school of an Agricultural Family School (EFA). It was found that the teaching and learning relationship among teachers and students of the EFA is based on four pillars: Integral Education, Alternation Pedagogy, Social Inclusion and Associativism. From the results, it was possible to observe the predominant option in studying at the Agricultural Family School (EFA Itapirema) because the school has a technical course of professional preparation. The research identified a lack of investments in infrastructure and teaching materials in the school. However, it is noteworthy in the study that the totality of the former students is satisfied with the school.

scholarly journals New Strategies for New Literacies - Digital Strategy Backpack Samplers

2018 ◽  
Vol 7 (1) ◽  
pp. 1-24
Author(s):  
Shufang Shi Strause ◽  
Nance Wilson
Keyword(s):  
Communication Skills ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching With Technology ◽  
Educational Approach ◽  
Communication Goals ◽  
Teachers And Students ◽  
Digital Strategy ◽  
Pre Service Teacher ◽  
New Strategies

The skills and strategies of effective communication are at the heart of literacy teaching and learning; engaging with digital technologies to communicate puts new demands on teachers and students. The communication tools of the 21st century require a rethinking of our 19th century educational approach to fully integrate digital tools into the classroom.  We must help pre-service teachers learn how to leverage technology to build students’ communication skills across the curriculum. The authors describe two different Digital Strategy Backpacks that were integrated into a pre-service teacher education instructional technology class.  The backpacks illustrate how learners apply communication skills and strategies with a range of technologies.  The authors acknowledge that the Digital Strategy Backpacks are just a taste of this technique, however, we contend that they demonstrate how teachers and teacher educators can put communication goals at the front and center of teaching with technology.

scholarly journals The Impact of State-Wide Exit Exams in Germany: A Descriptive Case Study

2012 ◽  
Vol 20 ◽  
pp. 8 ◽  
Author(s):  
Isabell Van Ackeren ◽  
Rainer Block ◽  
Esther Dominique Klein ◽  
Svenja Mareike Kühn
Keyword(s):  
Teaching And Learning ◽  
Exit Exams ◽  
Exit Exam ◽  
Descriptive Case Study ◽  
German States ◽  
General Capacity ◽  
Teachers And Students ◽  
The Impact ◽  
Statewide Exit Exams

This study analyzes the possible intended and unintended impact of statewide exit exams as a governance tool used by education authorities. In a descriptive case study based on quantitative empirical research, three German states (Baden-Württemberg, Rhineland-Palatinate, North Rhine-Westphalia) with differing exit exam traditions (statewide versus school-based) are compared. Consistent with other recent research findings, the potential influences of statewide exit exams on teaching and learning processes can be detected for mathematics, but not for German or biology. In particular, these influences show in the fact that teachers whose students have to take a statewide exit exam are less responsive to students’ interests regarding the choice of topics in the classroom, perceive a tendency to narrow the delivered curriculum and increase cooperation with other teachers. In addition, both teachers and students feel a higher pressure to perform and perceive their roles to be different −they see themselves as allies preparing for an externally set exam. Teachers also tend to feel “de-professionalized”. In those areas where statewide exams do seem to affect schooling, most of the results are consistent with what was intended by the authorities when they introduced the exams, and there are only few unintended side-effects. From a governance perspective, however, a general capacity of statewide exit exams to move schooling in a desired direction remains rather doubtful, particularly considering the fact that the exam procedures that have recently been implemented in the German states are very heterogeneous and only partly standardized.

Pengajian Al Quran sebagai Perekat Kebhinnekaan (Kajian Pola Komunikasi dalam Pengembangan Nilai-nilai Pancasila pada Masyarakat Multikultural melalui Pengajian Al Quran di Medan, Sumatera Utara)

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Tantry Widiyanarti
Keyword(s):  
Qualitative Method ◽  
The State ◽  
Communication Patterns ◽  
Communication Process ◽  
Communication Pattern ◽  
National Values ◽  
Communication Goals

As a multicultural country, Indonesia has the potential to experience horizontal conflict. The conflict is usually triggered by SARA issues. Bhinneka Tunggal Ika as the motto of the state becomes forgotten. Society is divided and fragmented, fellow nation children blasphemous and hostile. If this continues, it is not impossible that the state will experience the disintegration. But, there are many ways that can be done to avoid it. One of them is digging back the local wisdom of the nation. Recitation Quran, as one part of the Indonesian local wisdom can be a part in glueing the love of the homeland, the love of diversity and the love of harmony. Knitting diversity through recitation Quran is one way to prevent the disintegration of the nation. Therefore, recitation Quran should be communicated well and correctly should be communicated well and correctly so that acceptable to the community and the national values to be conveyed through recitation Quran can be implemented. Such a thing necessarily requires the proper way of communicating so that the communication process and communication goals can be achieved. The process of communication and how to communicate will shape its own communication pattern. The communication pattern that is able to convey the purpose of recitation Quran is interesting to be studied as seen in this research. The method of this research is using qualitative method through observation, interview and documentation. This method is believed to be able to dig deep data so that the research objectives can be achievedKeywords: Recitation Quran, local wisdom, communication patterns, pancasila, multicultural

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use

2020 ◽  
Vol 10 (1) ◽  
pp. 73-91
Author(s):  
Joseph Siegel
Keyword(s):  
Teaching And Learning ◽  
First Language ◽  
Student Body ◽  
University Campuses ◽  
Student Comprehension ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Low Levels ◽  
Effectiveness And Efficiency ◽  
The Impact

AbstractThe importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.

Engaging Exam-Oriented Students in Communicative Language Teaching by ‘Packaging’ Learning English Through Songs as Exam Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822097854
Author(s):  
Kevin Wai-Ho Yung
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
High Stakes Testing ◽  
Communicative Language Teaching ◽  
High Stakes ◽  
Secondary English ◽  
Language Curriculum ◽  
Teachers And Students

Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by ‘packaging’ it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author’s observations and reflections informed by teachers’ and students’ comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts.

scholarly journals Perceptions Towards Integrating Desire2Learn System in EFL Teaching and Learning Processes

2018 ◽  
Vol 11 (9) ◽  
pp. 1
Author(s):  
Eman Abdel-Reheem Amin ◽  
Faiza Abdalla ELhussien Mohammed
Keyword(s):  
Technology Acceptance ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Acceptance Model

This study applied the Technology Acceptance Model (TAM) in investigating teachers and students’ perceptions towards integrating the D2L system to enhance EFL teaching and learning processes at the English language department, Majmaah University. Two close-ended questionnaires were designed to measure the participants’ perceived ease of use, perceived usefulness, attitudes, and intentions to use D2L. To understand participants’ perceptions and the obstacles that may hinder their use of D2L, an interview with open-ended questions were conducted. Data from the questionnaires were analyzed using SPSS. Qualitative analysis of the interview data showed the frequencies and proportions of participants’ responses. The findings indicated that the D2L system is totally accepted by teachers and students. Few problems along with their suggested solutions were grouped, presented and discussed.

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