scholarly journals Developing a Framework for Understanding Lecturer-Student Interaction in English-Medium Undergraduate Lectures in Sri Lanka: First Step Towards Dialogic Teaching

2020 ◽  
Vol 10 (6) ◽  
pp. 395
Author(s):  
A. M. M. Navaz
Keyword(s):  
Sri Lanka ◽  
Language Development ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Analytical Framework ◽  
Student Interaction ◽  
Tertiary Level ◽  
Teacher Student ◽  
Dialogic Interaction ◽  
Delivery Style

This study focuses on developing a framework to identify dialogic interaction in English-medium science lectures in a small faculty of a Sri Lankan university. In Sri Lanka, English-medium instruction was introduced with an objective of developing language proficiency of students along with the content delivery. It is asserted that teacher-student interaction in ESL content classes would help develop language proficiency of students. However, generally, lectures in English-medium undergraduate courses in Sri Lanka tend to be monologic, leaving the language development a question. The lecture delivery style, along with other reasons, affects students’ language development in English-medium classes. Although increased dialogic interaction could help change this situation, few studies have examined the occurrence of dialogic interaction in tertiary-level ESL science classes. The main objective of this study is to develop a framework by analysing the lectures given at the faculty in a method that contextually suits the lecture delivery style in the Asian countries. Data were collected from transcribed recordings of 12 hours of lectures, involving four lecturers. The interactional episodes in the lectures were the basis of developing the analytical framework, which refines and extends the MICASE corpus interactivity rating in a contextually-focused way, was especially designed to categorise the lecture discourse along a monologic-interactive/dialogic continuum. This paper also suggests how this framework could be adopted to analyse the lecture deliveries from a practitioner’s point of view. Within the scope of this paper it is explained how this framework was designed focusing attention to interactional episodes. It can be envisaged that the proposed framework can make a concrete contribution to teaching and learning in higher education, mainly to the concept of developing language through dialogic lecture delivery at tertiary level ESL content classes.

Questions in English Medium Instruction Undergraduate Lectures in a Sri Lankan University: Why are they important?

2020 ◽  
Vol 19 (12) ◽  
pp. 208-229
Author(s):  
Abdul Majeed Mohamed Navaz
Keyword(s):  
Language Development ◽  
Mother Tongue ◽  
Student Interaction ◽  
Sri Lankan ◽  
Teacher Questions ◽  
Teacher Student ◽  
English Medium Instruction ◽  
Dialogic Interaction ◽  
Rhetorical Questions ◽  
Patterns Of Interaction

Introduction of English Medium Instruction (EMI) is linked to language development, mainly in countries where English is not the mother tongue of the majority of the population. It is believed that teacher questions that trigger teacher-student interaction, especially dialogic interaction in an EMI classroom, can help students’ content and language development. Hence, this study investigates the types of questions lecturers ask, and the patterns of interaction developed in the lecture deliveries in English Medium Instruction (EMI) undergraduate lectures of a Sri Lankan university. It also looks into the underlying reasons for such practices. Six lectures delivered by two lecturers were recorded for this purpose and they were transcribed verbatim. The lecture transcripts were analysed to find the questions lecturers asked and the subsequent pattern of interactions developed. Interview with lecturers informed the underlying reasons for the existing questioning patterns. The majority of the questions asked by the lecturers were rhetorical in nature, and only a limited number of non-rhetorical questions, which could create meaningful interactional episodes of dialogic nature, were found. This study enlightens that lecturers should be trained to ask non-rhetorical questions in order to develop interaction if the objectives of EMI are to be achieved.

scholarly journals An Analysis of Violation and Flouting Maxim on Teacher-Students Interaction in English Teaching and Learning Process

2021 ◽  
Vol 15 (2) ◽  
pp. 249-256
Author(s):  
Siti Arofah ◽  
Husni Mubarok
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Student Interaction ◽  
Data Display ◽  
Cooperative Principle ◽  
English Teaching ◽  
Teacher Student ◽  
Teacher Students ◽  
Maxim Of Quality

The objectives of this research are to analyze the type of violation and flouting the maxim of teacher-student interaction in the English teaching and learning process in MA Hasyim Asy’ari Bangsri and also find the most frequently produced between violation and flouting of the maxim. This research used the descriptive qualitative method. The data was obtained from the conversation between the teacher and students during the teaching and learning process and analyzed by categorizing utterances based on the violation and flouting maxim theory of the Cooperative Principle. The data were collected through the observation then analyzed by using the technique which is suggested by Miles and Huberman that consists of data reduction, data display, and drawing conclusion or data verification. The result of the research showed that there are four types of maxims that are violated by the teacher and students. These are the maxim of quantity 11 (50%), the maxim of quality 5 (22.73%), the maxim of relation 1 (4.54%), and the maxim of manner 5 (22.73%). The dominant violation was the maxim of quantity with 11 occurrences. Based on the findings, there are three types of flouting maxims in which the most of flouting maxim that is occurred was the maxim of relation. They are divided into 1 (14.29%) maxim of quantity, 2 (28.57%) maxim of quality, and 4 (57.14%) maxims of relation. In conclusion, the most produced between the violation and flouting was the violation of maxim with 22 (75.86%) of total occurrences. Meanwhile, the proportion of flouting maxim was 7 (24.14%).

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 Prática docente quilombola: desafios e possibilidades em tempos de pandemia

2021 ◽  
pp. 1-28
Author(s):  
Ana Tereza Ramos de Jesus Ferreira ◽  
Helio Rodrigues dos Santos ◽  
Geraldo Eustaquio Moreira
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cultural Theory ◽  
Collaborative Teaching ◽  
Student Interaction ◽  
Pedagogical Practice ◽  
Online Questionnaire ◽  
Teacher Student ◽  
Teachers And Students

We seek to investigate the challenges and possibilities of quilombola teaching practice and, in a more restricted way, reflect on the initial and continuing education of teachers, and identify advances in quilombola teaching practice in times of pandemic. Therefore, we adopted a qualitative and explanatory approach from the perspective of Historical-Cultural Theory to understand the reality and engender discussions on continuing education, use of technologies and mediation of the teaching and learning process. The information was collected through an online questionnaire using the Google Forms application, applied to 55 teachers from the Kalunga quilombola region in the state of Goiás. Our study showed the lack of investment in quilombola teacher training; the importance of teacher/student interaction; the collaborative teaching work enriches the pedagogical practice by providing the exchange of experiences and that the use of technological resources in education was essential, in order to ensure the continuity of the process, however, it was one of the factors responsible for the marginalization of teachers and students during teaching remote emergency.

scholarly journals Exploring the Contribution of Teaching and Learning Processes in the Construction of Students’ Gender Identity in Early Year Classrooms

2014 ◽  
Vol 1 (1) ◽  
pp. 54-66
Author(s):  
Amina Baig
Keyword(s):  
Gender Identity ◽  
Identity Construction ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Student Interaction ◽  
Early Years ◽  
Single Gender ◽  
Structured Interviews ◽  
Single Sex ◽  
Teacher Student

The present study explores how gender identity construction takes place in a single gender classroom in early years. Qualitative research guided the study design which was conducted in two public sector single gender schools. The data were collected through observations of the teacher-student interaction, student-student interaction, focused group discussion, and semi-structured interviews. The study found that teaching and learning is gendered in single sex settings as gender messages are passed on to the students, who play an important role in the gender identity construction of these children. The study also indicated that the teachers’ personal experiences greatly affect their perceptions regarding gender identities. There was also evidence of teachers having different expectations for girls and boys. Schools were hence found promoting stereotypes regarding gender roles and responsibilities in a social context.

scholarly journals Online Language Learning and Teacher-Student Interaction: Experience of Students and Instructors

2021 ◽  
Vol 4 (6) ◽  
Author(s):  
Dr. Abdul Majeed Mohamed Navaz ◽  
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Language Proficiency ◽  
Online Survey ◽  
Student Interaction ◽  
Traditional Learning ◽  
Online Classes ◽  
Online Language Learning ◽  
Teacher Student ◽  
Teacher Student Interaction

Online language learning has become a household term after the Covid-19 pandemic which has played havoc all over the world. To avoid disruptions in educational activities, the education providers, mainly at the tertiary level, switched to virtual learning using different platforms. This study investigates the strengths and weaknesses of online language learning from the perception of ESL students and their instructors and pays attention to the occurrence of teacher-student interaction in online classes at a Sri Lankan university called the South Eastern University of Sri Lanka. A preliminary survey with a larger number of students was followed by a concise online survey with a part of those students. Discussions were held with the volunteer students and selected instructors were met personally for interviews. At the end of the discussions, written submissions were obtained in response to open-ended questions from the students and instructors. The findings revealed that students preferred to have traditional learning due to the reasons connected to their cognitive development and prevailing technical issues in online learning. Instructors also preferred traditional learning to online learning. However, both students and instructors felt that students’ performance anxiety was lower in online classes that induces them to have teacher-student interaction. It was also revealed that only those students whose language proficiency is higher involved in interaction while others remained passive irrespective of online or traditional classes. Hence, future studies are needed to investigate how students’ anxiety influences students’ involvement in classes and the pedagogical training needs of the instructors.

Reaching for the Gold Standard: Metaphors and Good University Teachers

2020 ◽  
Vol 43 (2) ◽  
pp. 131-149
Author(s):  
Lixian Jin ◽  
Martin Cortazzi
Keyword(s):  
Teacher Development ◽  
Gold Standard ◽  
Teaching And Learning ◽  
Student Interaction ◽  
Language Teachers ◽  
University Teachers ◽  
Rich Picture ◽  
Teacher Student ◽  
Values And Beliefs ◽  
Cultures Of Learning

Abstract This article considers “good” teachers in the context of current developments in universities in China to reach a “gold standard” of considerably higher and more challenging levels of teaching and learning. We outline this context and consider concepts of good teachers in classical Chinese traditions and more recent Western thinking as a possible dialogue within and between cultures of learning. Using cognitive and cultural linguistic perspectives, we analyze metaphorical concepts of “gold” in “the gold standard” as related to teachers. We report our applied metaphor research which analyzes Chinese students’ expectations, values and beliefs about good university language teachers; this presents a rich picture beyond developing knowledge, skills and understanding to include strong social and moral characteristics. Other aspects which recognize the complexity of “good” teachers show a student appreciation of teachers’ tireless effort, devotion and selfless sacrifice: these aspects are absent in many discussions of good teachers. The participant-centered picture from elicited metaphor analysis is part of students’ “cultures of learning,” but this should be developed culturally for the gold standard through further teacher development and student engagement. In line with interaction in cultures of learning, we indicate some classroom ways to extend students’ thinking through scaffolding teacher-student interaction based on textbook activities.

scholarly journals NEW TENDENCIES IN TEACHING FOREIGN LANGUAGES AT TERTIARY LEVEL

2013 ◽  
pp. 67-71
Author(s):  
E. N. Solovova
Keyword(s):  
Language Proficiency ◽  
National Curriculum ◽  
Tertiary Level ◽  
Staff Members ◽  
Clear Cut ◽  
Teacher Student ◽  
Contact Hours ◽  
Role Of It ◽  
Independent Work

The article focuses on the perspectives of FL methodology at tertiary level and the nearest objectives for the system of upgrading professional qualification for the staff members of language chairs. There are some objective problems that universities face in respect to FL teaching that secondary schools don’t. The main problem lies in the lack of transparent and clear-cut system of expectations for the level of language proficiency for graduate students. The number of credits for the FL course at some universities is reducing, while the expectations are growing. It is crucial to develop national curriculum in FL teaching for different universities and departments majoring in Humanities, Arts, Science, Engineering, etc., otherwise it will be difficult to develop realistic syllabi and the system of FL assessment and evaluation In the process of curriculum and syllabus design it seems important to rethink the correlation between possible patterns of language use that are relevant for different target groups: EGP, EAP, ESP. In terms of achieving international academic mobility it is important to design new curriculum according to ECTS, to raise the degree of learners’ autonomy. It means new forms and formats of teacher- student and student-student interaction should be implied for contact hours and the system of independent work on the course. The role of IT and the transparent system of assessment in this respect needs to be predetermined. It is equally important to develop a feasible system of re-training staff members so that they could meet new challenges well equipped.

scholarly journals Developing Interaction in ESL Classes: An Investigation of Teacher-Student Interaction of Teacher Trainees in a Sri Lankan University

2021 ◽  
Vol 20 (2) ◽  
pp. 174-196
Author(s):  
Abdul Majeed Mohamed Navaz
Keyword(s):  
Language Development ◽  
Teaching Practice ◽  
Student Interaction ◽  
Sri Lankan ◽  
The Third ◽  
Teacher Student ◽  
Teacher Trainees ◽  
Language Classes ◽  
Teacher Student Interaction

This study examines the possibility of using of IRF (Initiation-Response-Follow-up) sequence of teacher-student interaction in Sri Lankan ESL (English as a Second Language) classes for developing longer interactional exchanges which are believed to be useful for language development. Usually, in Sri Lankan ESL classes, teachers ask more display questions and a few referential questions. As a result, teacher-student interaction occurs only occasionally and they follow the traditional IRF pattern with an evaluation at the third move. Teachers could develop longer interactional exchanges by giving follow-up questions or prompts at the third move of the IRF sequence so that students respond, elaborate, explain or prolong their responses. This study examines how the teacher trainees on their teaching practice of a TESL degree programme at a university interacted with their students in ESL classes and how they changed their pattern of interaction to sustain more student interaction. Using lecture discourse data as the basis of the analysis, this study evaluated the changes after an intervention that focussed on training the teacher trainees in developing longer interactional episodes. The results revealed that there was only a slight improvement in the way teacher trainees maintained interactions in the lessons after the intervention. Hence, this study enlightens the possibility of utilizing interaction for language development through intensive teacher training.

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