| عنوان : |
Classroom Discourse :Raising teachers' interactional awareness of their teacher talk with a view to facilitating learning opportunities |
| نوع الوثيقة : |
نص مطبوع |
| مؤلفين : |
Aziz Asma, مؤلف ; Pr. KESKES Said, Directeur de thèse |
| ناشر : |
Alger : Université |
| تاريخ النشر : |
2011 |
| عدد الصفحات : |
143 p |
| الأبعاد : |
21*28 cm |
| اللغة : |
إنكليزي (eng) |
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي |
| خلاصة : |
This work purports to raise teachers' awareness of their talk-in- interaction by examining the interactional patterns of teacher talk operating in the secondary classroom. To do so, we opted for triangulation in collecting our data. We conducted a classroom observation in which two lessons of two participant teachers were video-recorded, transcribed and analyzed quantitatively and qualitatively, using Self-Evaluation of Teacher Talk Grid and Conversation Analysis Method. The aim was to detect the different patterns of interaction, notably, teacher talk operating there, and their impact on learning opportunity. Besides classroom observation, we administrated two questionnaires to the two participant teachers in order to reveal the extent to which they are aware of their classroom talk. We reinforced the questionnaire data with a stimulated recall methodology, in which we conducted a reflective interview whereby teachers clarify and justify their classroom decision making. Our aim was to examine teachers' awareness of the effect of their talk on learners' contributions. The results obtained show that classroom interaction falls under Initiation Response Follow-up sequence in which there were overuse of display questions, extended teacher turn, very few referential questions, lot of positive feedback with a remarkable absence of comprehension checks, confirmation checks, extended learner turn and direct repair, all of which had impact to obstruct or construct learning opportunities. The questionnaire, along with the stimulated recall interview revealed that the two participant teachers displayed little awareness about the effects of their questions choice on learners' contributions as well as the effect of feedback and wait time in extending or restricting learners' output. At the end, we proposed some pedagogical implications to improve the quality of teacher talk. Suggestions for further research were provided as well.... |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/setif2/44 |
Classroom Discourse :Raising teachers' interactional awareness of their teacher talk with a view to facilitating learning opportunities [نص مطبوع ] / Aziz Asma, مؤلف ; Pr. KESKES Said, Directeur de thèse . - Alger : Université, 2011 . - 143 p ; 21*28 cm. اللغة : إنكليزي ( eng)
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي |
| خلاصة : |
This work purports to raise teachers' awareness of their talk-in- interaction by examining the interactional patterns of teacher talk operating in the secondary classroom. To do so, we opted for triangulation in collecting our data. We conducted a classroom observation in which two lessons of two participant teachers were video-recorded, transcribed and analyzed quantitatively and qualitatively, using Self-Evaluation of Teacher Talk Grid and Conversation Analysis Method. The aim was to detect the different patterns of interaction, notably, teacher talk operating there, and their impact on learning opportunity. Besides classroom observation, we administrated two questionnaires to the two participant teachers in order to reveal the extent to which they are aware of their classroom talk. We reinforced the questionnaire data with a stimulated recall methodology, in which we conducted a reflective interview whereby teachers clarify and justify their classroom decision making. Our aim was to examine teachers' awareness of the effect of their talk on learners' contributions. The results obtained show that classroom interaction falls under Initiation Response Follow-up sequence in which there were overuse of display questions, extended teacher turn, very few referential questions, lot of positive feedback with a remarkable absence of comprehension checks, confirmation checks, extended learner turn and direct repair, all of which had impact to obstruct or construct learning opportunities. The questionnaire, along with the stimulated recall interview revealed that the two participant teachers displayed little awareness about the effects of their questions choice on learners' contributions as well as the effect of feedback and wait time in extending or restricting learners' output. At the end, we proposed some pedagogical implications to improve the quality of teacher talk. Suggestions for further research were provided as well.... |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/setif2/44 |
|
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