scholarly journals A Case Study of Chinese Students Learning Thai as a Foreign Language: Flanders Interaction Analysis Category System

2022 ◽  
Vol 2 (1) ◽  
pp. 145-169
Author(s):  
Kailing Zhao ◽  
Kornsiri Boonyaprakob
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Interaction Analysis ◽  
Chinese Students ◽  
Classroom Context ◽  
Category System ◽  
Student Talk ◽  
Key Factor ◽  
Language Classrooms ◽  
Analysis Category

Interaction in foreign language classrooms has been regarded as a key factor in enhancing learning outcomes (Allwright, 1984; Ginting, 2017; Hanum, 2016). This study examined interactions in a specific university classroom context in Thailand where 28 Chinese students were learning Thai as a foreign language with a Thai teacher. It employed a mix-method design. Quantitative data were gathered based on a modified Flanders’ model (Flanders Interaction Analysis Category System or FIACS), and the qualitative data were gathered from classroom observations. The analysis of 90-minute video records and field notes from the observations of three classes reveal the domination of teacher’s talk (77.59%), and the minimal students’ talk (6.16%). Besides, silence time occupies 16.25%. Out of the total of 22 categories of interaction, no student talk can be categorized as an initiation of talk, and no teacher talk can be categorized as procedural lectures and assigning homework. Characteristics of the interaction varied according to the quantity and categories of talk. Transcription of verbatim from the videos reveals details of the interaction. Findings suggest that quantity, category, and characteristics of talk are interrelated and must all be improved together to increase the quality of interaction to affect student learning outcomes.

scholarly journals CLASSROOM INTERACTION IN THE ENGLISH SUBJECT FOR THE TENTH GRADE OF SMA N 1 SALAK PAKPAK BHARAT

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Dirgahayu Tumangger ◽  
Busmin Gurning ◽  
Muhammad Natsir
Keyword(s):  
Interaction Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
English Teacher ◽  
Category System ◽  
Student Talk ◽  
Tenth Grade ◽  
Academic Year ◽  
Analysis Category ◽  
English Subject

This study aimed at finding out the categories of teacher and students talk and the percentage of teacher and students talk during classroom interaction. This study was conducted by using descriptive qualitativedesign. The subjects of this study were the tenth grade students of SMAN 1 Salak and the English teacher who taught at that class in 2017/2018 academic year. The data were the utterances of both teacher and students during the classroom interaction process which were collected by using observation and recorded by using smartphone and recorded it about three meetings.The data collected were analyzed by using Flanders Analysis formulate. The findings of the study showed  Analysis showed, there are ten categories of students and teachers talk that could be found during the classroom interaction and the percentage of each of category was: 2,05% for accepting feeling, 5.88% for praising and encouraging, 5,29% for accepting students’ ideas, 11,17% for asking question, 11,76% for lecturing, 8,52% for giving direction, 14,41% for criticizing, 32,35% for students talk response,6,17% student talk initiation and2,35% for silence and confusion.so the teacher talk percentage was about 60,3% and 38,52% for student. Keywords: classroom interaction, Flanders interaction analysis category system

scholarly journals CLASSROOM INTERACTION ANALYSIS OF ENGLISH CLASS IN SMPN 2 BABALAN

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Krisman Sipahutar ◽  
Willem Saragih ◽  
Indra Hartoyo
Keyword(s):  
Interaction Analysis ◽  
Video Recording ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Category System ◽  
English Class ◽  
Student Talk ◽  
Dominant Characteristic ◽  
Teaching Learning ◽  
Analysis Category

The purpose of this study was to find out the types of interaction, the percentage of teacher talk and student talk and the dominant characteristic of interaction which appeared during teaching-learning process in SMP N 2 Babalan in 2016/2017 academic year. This study used descriptive design. The subjects of this study were three classes. One class of the eighth grade and two classes of the nineth grade. The data were analyzed by using Flanders Interaction Analysis Category System (FIACS). The instruments of collecting data were audio and video recording. The analysis showed that all of the ten types of interaction appeared. The percentages of each types of interaction were: (a) accepting feeling: 0.41%; (b) praising and encouraging: 9.97%; (c) accepting students’ ideas: 0.22%; (d) asking question: 26.26%; (e) lecturing: 4.70%; (f) giving direction: 13.25%; (g) criticizing: 2.21%; (h) tudents talk response: 39.35%; (i) student talk initiation: 1.10%; (j) silence and confusion: 1.93%.   Teacher talk percentages were 60.98% in class 8-1, 51.62% in class 9-2 and 61.15% in class 9-5. And the student talk percentages were 37.31% in class 8-1, 47.29% in class 9-2 and 20.09% in class 9-5. The dominant characteristic of interaction was content cross, which means that the teacher focused on giving questions and giving materials. From the results, the researcher concluded that the teacher was dominant in the classroom during the teaching-learning processes.Keywords: Classroom Interaction , Flanders Interaction Analysis Category System (FIACS). Teacher talk, Student talk.

scholarly journals CLASSROOM INTERACTION IN THE ENGLISH SUBJECT FOR THE TENTH GRADE OF SMA N 1 SALAK PAKPAK BHARAT

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Dirgahayu Tumangger ◽  
Busmin Gurning ◽  
Muhammad Natsir
Keyword(s):  
Interaction Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
English Teacher ◽  
Category System ◽  
Student Talk ◽  
Tenth Grade ◽  
Academic Year ◽  
Analysis Category ◽  
English Subject

This study aimed at finding out the categories of teacher and students talk and the percentage of teacher and students talk during classroom interaction. This study was conducted by using descriptive qualitativedesign. The subjects of this study were the tenth grade students of SMAN 1 Salak and the English teacher who taught at that class in 2017/2018 academic year. The data were the utterances of both teacher and students during the classroom interaction process which were collected by using observation and recorded by using smartphone and recorded it about three meetings.The data collected were analyzed by using Flanders Analysis formulate. The findings of the study showed  Analysis showed, there are ten categories of students and teachers talk that could be found during the classroom interaction and the percentage of each of category was: 2,05% for accepting feeling, 5.88% for praising and encouraging, 5,29% for accepting students’ ideas, 11,17% for asking question, 11,76% for lecturing, 8,52% for giving direction, 14,41% for criticizing, 32,35% for students talk response,6,17% student talk initiation and2,35% for silence and confusion.so the teacher talk percentage was about 60,3% and 38,52% for student. Keywords: classroom interaction, Flanders interaction analysis category system

scholarly journals A study of the Extent and Nature of Classroom Verbal Interaction in Tenth-Grade, Arabic Language Class in Jordan Using Flanders Interaction Analysis Category System (FIACS)

2017 ◽  
Vol 7 (4) ◽  
pp. 68
Author(s):  
Hasan Hasanat ◽  
Rema A. Abu Omar ◽  
Sami Al-Jazi
Keyword(s):  
Interaction Analysis ◽  
Arabic Language ◽  
Verbal Interaction ◽  
Teacher Talk ◽  
Dominant Form ◽  
Academic Degree ◽  
Category System ◽  
Language Class ◽  
Tenth Grade ◽  
Analysis Category

The purpose of the study was to examine the extent and nature of classroom verbal interaction in tenth-grade, Arabic language class using Flanders Interaction Analysis Category System (FIACS). In addition, the study examined extent and nature of classroom verbal interaction in this class based on teachers’ gender, academic degree, and years of experience. The study sample consisted of 63 teachers who were teaching Arabic language for tenth grade in a group of schools in Ma'an governorate in Jordan. The used data collections tool was an observation sheet that developed based on FIACS for classroom observation.The results revealed that the most common form of classroom verbal interaction was “teacher talk”. The “direct influence” component of teacher talk was the dominant form of teacher talk with a rate of 40%. The least common form of classroom verbal interaction was “silence or confusion” with a rate of 0.07%. Furthermore, the results showed that there were no significant differences (α =.05) in extent and nature of classroom verbal interaction based on teachers’ gender and academic degree. However, there were significant differences (α =.05) in extent and nature of classroom verbal interaction based on teacher’ years of experience.Based on the findings, the study provided a set of recommendations. There is a need to improve classroom verbal interaction through encouraging teachers to initiate conversation with their students, encouraging students to participate in classroom events and discussion, and encouraging students to express and share their ideas and opinions during the class. The study recommended that there is a need to conduct more similar studies in other grades rather than tenth grade and in other subjects rather than Arabic language.

scholarly journals STUDENT TALK IN ENGLISH CLASSROOM INTERACTION AT SMA NEGERI 2 BINJAI

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Windi Love Pita Sari ◽  
Busmin Gurning ◽  
Willem Saragih
Keyword(s):  
Interaction Analysis ◽  
Classroom Interaction ◽  
Dominant Type ◽  
Student Talk ◽  
Total Percentage ◽  
Source Data ◽  
English Classroom ◽  
Teaching Learning ◽  
Academic Year ◽  
Analysis Category

This study was aimed at finding out the types of student talk, the dominant type of student talk and the reasons why the students used the dominant type of student talk during teaching-learning process at SMA Negeri 2 Binjai in 2016/2017 academic year. This qualitative research used 40 students in grade XII as the source data and the researcher used audio recording, observational tally sheet, and matrix as the instruments for collecting data. The data got by using Flanders Interaction Analysis Category (FIAC). The analysis showed that students were still passive in speaking in the classroom interaction. The total percentage of student talk was 36,44%. The percentages of student talk in the first meeting were: 11,63% of student talk-response and 9,42% of student talk-initiation. Then, the percentages of student talk in the second meeting were: 11,35% for student talk-response and 4,04% for student talk-initiation. The dominant type of student talk was student talk-response by 22,98%. The researcher found the reasons by interviewing the students. The reasons why the students used the dominant type student talk-response were: (a) responding to the teacher’s question was the obligation of the students, (b) the students were understood and interested with the topic, (c) the students want to increase their ability in speaking English because the students seldom speak English outside of classroom, (d) some students do not speak confidently in the class, so by responding to the teacher will build up their confidence, (e) the students want to increase their ability in speaking English in order to build up their confidence, (f) by responding to the teacher’s question, it made the students more active in the classroom. Keywords: classroom interaction, student talk, Flanders Interaction Analysis Category (FIAC).

scholarly journals AN INVESTIGATION INTO STUDENT'S MOTIVATION TO LEARN GERMAN AT THE DEPARTMENT OF GERMAN LANGUAGE AND CULTURE, ULIS, VNU

2020 ◽  
Vol 36 (5) ◽  
Author(s):  
Tran Thi Thu Trang
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Extrinsic Motivation ◽  
German Language ◽  
International Studies ◽  
Motivation To Learn ◽  
Language And Culture ◽  
Research On Teaching ◽  
Key Factor

Motivation is a key factor for the success of learners of a foreign language. Through a questionnaire survey, this paper investigates the motivation of Vietnamese students at the Department of German Language and Culture, University of Languages and International Studies (ULIS), VNU in their German Learning and the influences that impact on their motivation. This study shows that students are highly motivated to learn German. It is also shown that, extrinsic motivation is stronger and more important than intrinsic motivation to the students. Identifying the important role of extrinsic motivation to the students would facilitate teachers and researchers who do research on teaching German to figure out ways to improve the students' learning outcomes.

scholarly journals BAHASA GURU DALAM PEMBELAJARAN BAHASA JERMAN DI SMA

Prosodi ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 119-130
Author(s):  
Febia Dwiana Cindy ◽  
Rosyidah Rosyidah
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Interaction Analysis ◽  
Daily Practice ◽  
General Purpose ◽  
Teacher Talk ◽  
Learning Object ◽  
German Language

This article is a result of literature review that aims to explain teacher talk in context of teaching and learning German as a foreign language at senior high schools. Therefore, some relevant theories are studied, reviewed, compared and presented by the author in order to obtain the aims of this research. The result showed that teaching and learning German as a foreign language, German language should be applied by the students not only as a learning object but also as their daily practice. German language as the teacher talk has a broad influence towards students’ German learning outcomes. Based on the general purpose of teacher talk, which is to make the delivered message easily understood by the students, teachers use modified German language in teaching and learning process. In this case, teachers modify their language to fit the students’ German skill by considering the linguistic order such as simplifying sentences, talking slowly, making the clearer articulation, and using vocabulary that has been known by the students. To discover the tendency of German language used by teachers in class, it is necessary to analyze teacher talk. To analyze teacher talk we can use Flanders Interaction Analysis Categories (FIAC). It is one of the instruments of social interaction analysis.

scholarly journals Classroom Interaction Analysis in the EFL Speaking Class: A Study at English Department of IAIN Imam Bonjol Padang

2018 ◽  
Vol 5 (1) ◽  
pp. 25-32
Author(s):  
Elismawati Elismawati
Keyword(s):  
Foreign Language ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Document Analysis ◽  
Teacher Talk ◽  
English Department ◽  
English Teacher ◽  
Class A ◽  
Student Talk

The success of teaching depends to a large extent on the way teachers talk and interactions that occur between teachersand students. The happening of interaction is affected directly by ways of teacher talk. This study entitles “Classroom InteractionAnalysis in the EFL Speaking Class” aimed at analyzing the categories of teacher talk, student talk and classroom interaction typesused during EFL speaking class. The research employed a qualitative design and applied a case study. Subjects of the research werean English teacher and 35 students at the second semester at English Department of IAIN Imam Bonjol Padang. The data weregained through naturalistic observation and document analysis. The data were analyzed by using Foreign Language Interaction(FLINT) system. The findings revealed that both teacher and students applied all categories of talk as mentioned in FLINT systemand classroom interaction types.

scholarly journals Using TRIZ Techniques in Teaching Russian as a Foreign Language in Chinese Universities

2020 ◽  
pp. 182-190
Author(s):  
Yue Wang ◽  
Yiru Liu
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Chinese Students ◽  
Educational Process ◽  
Present Stage ◽  
Educational Content ◽  
Chinese Universities ◽  
Innovative Solutions ◽  
Innovative Thinking ◽  
Teaching Chinese

The article analyzes the peculiarities of practical use of TRIZ-pedagogical methods in the process of teaching Russian as a foreign language in Chinese universities. At the present stage of its development the methodology of teaching Russian as a foreign language encounters a number of challenges including gap between goals and learning outcomes, focus of the educational process on knowledge paradigm etc. The teacher of Russian as a foreign language in Chinese universities is additionally faced with a number of problems caused by the established practice of teaching in the country. In this situation the need to rethink educational content, forms and methods of teaching Russian as a foreign language is obvious. TRIZ pedagogy technologies can provide a new impetus, which allows organizing work not only on mastering the Russian as a foreign language system by students, but also contributing to the development of flexibility, innovative thinking, and the production of innovative solutions. The article deals with a detailed study of the features of using TRIZ-technologies in the process of teaching Chinese students, the advantages and features of their implementation in universities are considered.

scholarly journals Zalety stosowania połączonych metod badawcz ych w analizie interakcji na lekcjach jęz yka obcego

Neofilolog ◽  
1970 ◽  
pp. 217-228
Author(s):  
Krystyna Łęska
Keyword(s):  
Mixed Methods ◽  
Foreign Language ◽  
Qualitative Methods ◽  
Mixed Methods Research ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Early Research ◽  
Quantitative Methodology ◽  
Learning And Teaching ◽  
Language Classrooms

Numerous studies conducted during language lessons aim at gaining more knowledge about classroom interaction and its relationship with the learning and teaching processes. Early research concerning classroom interaction involved quantitative methodology and was based on some predetermined sets of categories used for coding specific classroom behaviours. However, such an analysis is not sufficient since it does take into consideration whole stretches of the context in which the utterance is produced and does not allow judgements connected with the classroom atmosphere to be made. One way of dealing with these problems is to employ qualitative methods. Recently, there is another tendency in research methodologies, namely, to use a combination of quantitative and qualitative studies (mixed methods research). The article presents an example of an interaction analysis conducted in foreign language classrooms with the help of mixed methods research, which allowed a better understanding of the phenomena that take place during a foreign language lesson.

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