Journal articles on the topic 'Classroom teacher talk'
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1
Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (July 5, 2019): 184–98. http://dx.doi.org/10.31943/wej.v2i2.35.
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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.
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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (September 1, 2018): 184–98. http://dx.doi.org/10.31943/wej.v2i2.361.
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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.
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Ghajarieh, Amir, Nastaran Jalali, and Mohammad Amin Mozaheb. "An investigation into the classroom talk of Iranian EFL novice vs. experienced teachers." Register Journal 12, no. 2 (November 27, 2019): 100–125. http://dx.doi.org/10.18326/rgt.v12i2.100-125.
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This study investigates the classroom talk of Iranian EFL novice versus experienced teachers with emphasis on the quality of communicative features through a linguistic lens provided by the SETT (Self-Evaluation of Teacher Talk) framework and TTFS (Teacher Talk Functional Scale) checklist. In so doing, 10 intermediate-level classrooms running by five novice and five experienced teachers were observed, each case twice. Eight distinctive communicative features of TT emerged upon the initial analysis of database obtained from the audio-recordings of 20 class sessions, totaling 30 hours of naturally generated input. Subsequently, the audio-recorded materials were carefully transcribed and analyzed in correspondence with the observation data in an attempt to compare how novice and experienced teachers present their talk. The results indicated both novice and experienced teachers enact communicative aspects of classroom talk; however, the quality of presentation in the case of the experienced group was far better. This in turn highlights the importance of raising awareness regarding TT features in teacher training courses. New communicative aspects of teacher talk highlighted in this study, including the use of L1 and language gradation, would help define new research paths exploring the classroom discourse. Further research inspired by this study needs to explore other aspects of teacher-student interactions in various educational settings. Keywords: classroom talk, teacher talk, discourse, novice teachers, teacher education
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May, Laura A., Diane Truscott, and R. D. Fremeau. "Implicit Theories of Learning as Reflected in One Upper Elementary Teacher's Talk." Australian Journal of Teacher Education 45, no. 11 (November 2020): 56–72. http://dx.doi.org/10.14221/ajte.202v45n11.4.
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Strong empirical evidence exists indicating language can influence students’ beliefs about ability. Professional literature for teachers offers practical advice on how to adjust their classroom-based talk to support student achievement by orienting students toward an incremental theory of ability. Yet, little empirical work has been done to investigate how teacher talk plays out moment-to-moment within the classroom context. This study reports on a qualitative analysis of one upper elementary teacher's talk with regard to implicit theories of learning. Findings suggest teacher talk is dynamic and overlapping, operating along a continuum from entity-oriented talk to incremental-oriented talk across varied classroom situations. Additionally, a relationship was identified between teacher autonomy and the implicit theories of learning used in the teacher’s talk. Examples of varied teacher talk during classroom activities are presented, and scholarly and practical implications for language use, learning, and instruction are included.
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Solita, Reka, Alamsyah Harahap, and Azhar Aziz Lubis. "Teacher Talk in English Foreign Language Classroom." Journal of English Education and Teaching 5, no. 2 (June 4, 2021): 302–16. http://dx.doi.org/10.33369/jeet.5.2.302-316.
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This research investigates teacher talk in SMAN 5 Kota Bengkulu, based on FLINT theory by Moskowitz (1971). This research analyzed teacher talk categories spoken and the high frequency teacher talk used by the teacher to see what the category was often used in classroom. The design of this research was descriptive mixed-method that involved two teachers who taught at the tenth-grade of SMAN 5 Kota Bengkulu academic years 2019-20. The data of this study were taken by video recording the teacher-students interaction in the classroom that contained eleven categories of teacher talk. The data of this research were analyzed qualitatively and quantitatively. The result of this study that all of teacher’s talk categories often used by the teacher who taught at tenth-grade of SMAN 5 Kota Bengkulu during classroom interaction. The high frequency of teacher talk categories was asking question around 55.6%, while the least of teacher talk categories were correcting without rejection and criticizes student behavior. It means that the teachers tended to use indirect influence rather than direct influence.
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Soysal, Yilmaz, and Somayyeh Soysal. "Exploring Science Teacher Questions’ Influence on the Students’ Talk Productivity: A Classroom Discourse Analysis Approach." SAGE Open 12, no. 2 (April 2022): 215824402211024. http://dx.doi.org/10.1177/21582440221102433.
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It is still less known how teachers organize classroom dialog to foster intellectual contributions to classroom talks. The current study developed a coding scheme to clarify science teacher questions and identify how different questions affect students’ talk productivity. The participants were 28 fifth-grade students and a science teacher who conducted argument-based implementations. The verbatim transcriptions were analyzed through a systematic observation approach. The teacher elaborated on the students’ background reasoning in a metacognitive learning setting. In addition, the teacher assigned the students as co-evaluators of the credibility of the presented ideas. The teacher invited the students to re-consider their ideas’ explanatory power by displaying discrepant questions. Moreover, the students had to propose justified claims once they were requested to support their propositions with ample and proper data. The teacher used his questions to guide the students to handle basic process skills and make inferences regarding natural phenomena under consideration. The legitimating, discrepant, and justified talk questions fostered the students’ talk productivity than the eliciting, metatalk, process skills, and inference questions. Recommendations are offered around the teacher noticing term regarding the relationship between questions asked in science classrooms and students’ talk productivity.
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Zhan, Zehui, Qianyi Wu, Zhihua Lin, and Jiayi Cai. "Smart classroom environments affect teacher-student interaction: Evidence from a behavioural sequence analysis." Australasian Journal of Educational Technology 37, no. 2 (May 10, 2021): 96–109. http://dx.doi.org/10.14742/ajet.6523.
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This study investigated the effect of classroom settings on teacher-student interaction in higher education by comparing the behavioural sequences in smart classrooms (SCs) and traditional multimedia classrooms (TMCs). Twenty in-classroom teaching sessions were randomly selected from six universities in South China, involving 1,043 students and 23 teachers. Half of the sessions were taken in SCs as the experimental group, and half were in TMCs as the control group. A teacher-student interaction behaviour coding schema was developed, and a total of 17,805 observable behaviours were collected and coded sequentially via a review of classroom videos. Then, the behavior pattern diagram was set up to visualise a lag sequential analysis results by four themes, namely teacher-talk, teacher-action, student-talk and student-action. Results show that compared to TMCs, the SCs triggered significantly more self-initiated student actions and student-driven teacher talk, while teacher-initiated talk decreased significantly, indicating that students’ autonomy was strengthened in the SC. Furthermore, teachers’ workload was somewhat reduced, and they obtained more support with trying new pedagogies with mobile terminals in the data-rich environment. These findings provide evidence to validate the effect of SCs on increasing teacher-student interaction and strengthening the students’ dominant position.
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Ana, Rina Yuli, Ratna Dewi, and Bahrun Amin. "TYPES OF TEACHER TALK TO SUPPORT STUDENTS’ ACTIVENESS IN ONLINE CLASSROOM." Elite English and Literature Journal 8, no. 1 (June 1, 2021): 76. http://dx.doi.org/10.24252/10.24252/elite.v8i1a7.
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This study concerned with teacher talk in online classroom. The interaction between teacher and students are analyzed into types of teacher talk. The aim of this study is to find it types of teacher talk to support students’ activeness in online classroom. Descriptive qualitative design was used as research methodology. The researcher was as nonparticipant observer in online class. There were two teachers involved as research participants. The participants conducted online class by using Zoom Application. Video recording from Zoom was analyzed by applying three steps, which consisted of reading or memoing data, describing data, and classifying data. In analyzing the data, the researcher referred to types of teacher talk by Brown who classified teacher talk into seven types. The research findings found there were five types of teacher talk in online classroom. Those are praising and encouraging, accepting ideas of students, asking questions, lecturing, and giving direction. These types found are used to support the students’ activeness in online classroom. Therefore, active and passive students are related to teacher talk. This study is implied to be used as reference to be applied by the teachers to keep the students active in online classroom.
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Sirajuddin, Suharti. "THE PHONOLOGICAL PERSPECTIVE OF TEACHER INSTRUC TIONAL TALK IN ENGLISH CLASSROOM INTERACTION." ELT Worldwide: Journal of English Language Teaching 2, no. 1 (April 30, 2015): 80. http://dx.doi.org/10.26858/eltww.v2i1.1255.
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The research aimed at finding and analyzing (i) the instructional talk that teachers use in the classroom interaction, (ii) teachers’ modification of their instructional talk in phonological perspective (iii) students’ perception of instructional talk used by the teachers in classroom interaction. This research applied descriptive method with the total number of participants of 2 English teachers and 6 students divided based on their grade. The instrument used for this study was classroom observation, video recording and interview. The finding indicated that (i) the first participant used 15 instructional talks and the second participant used 14 instructional talks (ii) teachers modify their talk by substitution, deletion, and addition. First participant used substitution 151 times (81%), deletion 22 times (12%), and addition 13 (7%). The second participant used substitution 30 times (83%), deletion 12 times (13%) and additional 4 (4%). (iii) Students have lower perception of teacher instructional talk which indicates students get 11 (11%) for each VII grade students and the VIII grade students get variety level percentage; 12 (21%), 15(26%) and 11 (19%) for each students. It also finds three factors that influence students’ perception; teachers’ factors, limited time and environment. Key words: Phonological perspective, instructional talk, classroom interaction
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Hiltunen, Matti, Sirpa Kärkkäinen, Tuula Keinonen, Markus Hähkiöniemi, Sami Lehesvuori, and Pirjo Tikkanen. "PRIMARY SCHOOL STUDENT TEACHERS´ CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS." Problems of Education in the 21st Century 69, no. 1 (February 20, 2016): 37–56. http://dx.doi.org/10.33225/pec/16.69.37.
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In schools, classroom talk is often dominated by teachers´ lecturing or asking closed questions followed by teachers’ evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students´ views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers’ lessons – a total of 14 lessons of five student teachers – were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching. Key words: authoritative talk, dialogic talk, inquiry-based lesson, primary school, teacher education.
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Kurniatillah, Ratu Erlinda, Didin Nuruddin Hidayat, Nida Husna, and Alek Alek. "Teacher-student interaction in English classroom setting." Journal of Applied Studies in Language 6, no. 1 (June 28, 2022): 53–63. http://dx.doi.org/10.31940/jasl.v6i1.391.
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This study aimed at finding the types of teacher talk and learner talk that occur in the classroom. The research design was a descriptive qualitative method. The data source of this method was the English teachers who teach ninth-grade students of 176 Junior High School Jakarta. The data collection technique of this research was doing observation classroom and conducting an interview. The objective of this research was (1) To find out the types of teacher interaction that occur in the classroom (2) To find out the types of students interaction that occur in the classroom. This study applied observation and interviews in collecting the data. The result of the research showed the teacher-student interaction was interactive. The teacher used the teacher to talk to deliver material to the students, and students responded to the teacher. The aspect of the teacher talk employed 3 categories, and the learner employed 3 categories in the classroom interaction during the teaching-learning process. Teacher talk occurs in the classroom is lecturing, especially giving facts or opinions about content procedures and Giving their explanation. Students talk occurs in the classroom is students talk initiation specially Expressing own ideas and the interaction between teacher and students in the classroom interaction interactive they made good interaction each other.
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Rahmani, Aulia, Asnawi Muslem, and Bukhari Daud. "Teacher talk of praises in English classroom interaction." English Education Journal 12, no. 1 (January 31, 2021): 141–62. http://dx.doi.org/10.24815/eej.v12i1.18149.
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This study was conducted at International Elementary School of Bunga Matahari to find out the type of teacher talk in English classroom interactions and the students’ responses on teacher talk of praises. The descriptive qualitative design was applied and aimed to analyze the types of talk employed by the teacher in the classroom interaction based on FIACSystem presented by Flanders (1970). The data were analyzed using an interaction model of Miles, Huberman, and Saldana (2013) et al. and focused on the teacher and student talk in ICP class. This research employed observation through video recording in order to reach the objectives of this study. The participant in this study were 45 students with 15 students in each class and 3 English teachers. The results showed that by analyzing responses of transcription from the observation, the teacher talk of giving praises is approximately less, giving direction dominates the teacher talk category that consists of direct influence of teacher talk. In addition, the students’ response was dominantly toward teacher talk of praises.
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Nikula, Tarja. "Teacher talk reflecting pragmatic awareness." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 12, no. 4 (December 1, 2002): 447–67. http://dx.doi.org/10.1075/prag.12.4.03nik.
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This paper approaches classroom interaction from a pragmatic perspective. More specifically, it concentrates on how pragmatic awareness is reflected in the use of modifying elements of talk by two teachers (both non-native speakers of English), and how their use of modifiers affects the ongoing interaction. The data come from two different classroom settings where English is either the object or the medium of study. The findings reveal an overall tendency towards directness in the teachers’ performance that is affected in complex ways both by the institutional context and the teachers’ status as nonnative speakers. The findings also suggest a need for future research to analyse classrooms as social contexts in their own right and with their own pragmatic constraints which may not correspond to those of everyday discourse in other settings.
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Nurpahmi, Sitti. "TEACHER TALK IN CLASSROOM INTERACTION." ETERNAL (English, Teaching, Learning and Research Journal) 3, no. 1 (June 30, 2017): 34–43. http://dx.doi.org/10.24252/eternal.v31.2017.a4.
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Tarannum, Sawsan. "CLT Classrooms: Teachers' Role & A Bangladesh Perspective." IIUC Studies 7 (November 6, 2012): 131–46. http://dx.doi.org/10.3329/iiucs.v7i0.12265.
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This paper is designed to look at the role of teacher talk and teacher-student interaction in the management of communicative English learning. In particular, the focus is given on the activities of the teachers in a communicative English language classroom. For the organization of the classroom, teacher talk is of crucial importance. The language which teachers use is important for the organization and management of a communicative English language classroom, because it is the medium through which teachers either succeed or fail to implement their teaching plans. In this paper I have tried to discuss the role of a teacher in a communicative way. Teachers have to play different roles in CLT classrooms; therefore I will focus on their functions in general and their problems in the context of Bangladesh in particular. DOI: http://dx.doi.org/10.3329/iiucs.v7i0.12265 IIUC Studies Vol.7 2011: 131-146
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Khusna, Khaula Amelia, Mutmainnah Mustofa, Wensi Alka, M. Faruq Ubaidillah, Huan Yik Lee, and Suatmo Pantja Putra. "Portrait of Teacher Talk and Language Choices in EFL Classroom: Insights for Children’s Language Learning." Child Education Journal 4, no. 2 (August 31, 2022): 139–74. http://dx.doi.org/10.33086/cej.v4i2.3501.
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The present study focused on teachers’ perceptions of how teacher talk works in the classroom and some challenges they might encounter during initiating interaction to encourage students. A classroom observation was done to portray the data of the learning process and teachers’ interview was also conducted to discover insights about teacher talk and the challenges encountered in the classroom interaction. Findings demonstrated that the teachers enacted dominant English communication as the input rather than using students’ first language. They felt increasing the use of the target language would be more challenging as it is influenced by some aspects from both teachers and students’ motivation, attitude, and proficiency. In addition, teacher talk is varied in some extents based on the teacher and student factors. The findings also showed that teacher talk mostly occurred in the form of asking questions, giving directions, explaining the lesson, and praising the students. In addition, as the students were considered young learners, it was found that classroom interaction and language choice must be adjustable in order to make communication become more effective.
Keywords: teacher talk, perception, challenge, language choice, primary level
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Inamullah, Hafiz Muhammad, M. Naseer Ud din, and Ishtiaq Hussain. "Teacher-Student Verbal Interaction Patterns At The Tertiary Level Of Education." Contemporary Issues in Education Research (CIER) 1, no. 1 (January 11, 2011): 45. http://dx.doi.org/10.19030/cier.v1i1.1209.
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The main objective of the proposed study was to explore Teacher–Student verbal interaction patterns at tertiary level education in the North West Frontier Province of Pakistan using Flanders’ Interaction Analysis system. This study was significant because its findings and conclusions may stimulate teachers to improve their teaching behaviour in order to maximize student learning. To achieve the above study objectives, three hypotheses were formulated in the light of Flanders “Two-thirds rule” of teacher-student classroom interaction at the tertiary level, namely, about two-thirds of the classroom time is devoted to talking, about two-thirds of this time the person talking is the teacher and two-thirds of the teachers’ talk is “direct” talk. Twenty-five classrooms at the tertiary level were randomly selected as samples for this study. Twenty-five observations were carried out, one in each classroom, using Flanders Interaction Analysis system to secure the data. To do this, time sampling was used and each classroom was observed for 810 seconds (13.50 minutes) in a 45-minutes class. After obtaining and encoding the data, it was tabulated, analyzed, and interpreted by using percentages, means, and standard deviation. All the hypotheses were supported and it was concluded that, at the tertiary level, more than two-thirds of classroom time was devoted to talking. Thus, talk method dominated in classes. More than two-thirds of the classroom talking time was devoted to teachers talking at the tertiary level with the teachers playing the dominant role. More than two-thirds of the teachers’ talking time was devoted to direct talk, which showed the direct role of the teacher and indirect role of students at the tertiary level.
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Milner, H. Richard. "Race, Talk, Opportunity Gaps, and Curriculum Shifts in (Teacher) Education." Literacy Research: Theory, Method, and Practice 66, no. 1 (July 25, 2017): 73–94. http://dx.doi.org/10.1177/2381336917718804.
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Although race remains a controversial, yet pervasive, issue in society and education, practicing teachers may still grapple with whether race should be a central feature of curriculum and related instructional practices, and/or how race should be interrogated in the classroom. In this article, I discuss results from teacher survey data about their views on the relevance of race talk in their classrooms; their feelings and beliefs about their preparedness to develop discursive raced opportunities; and whether they believe parents, guardians, and administrators would support such discourse inside of the classroom. Implications for literacy teacher education and teacher development are discussed.
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BARNES, Erica M., Jill F. GRIFENHAGEN, and David K. DICKINSON. "Mealtimes in Head Start pre-k classrooms: examining language-promoting opportunities in a hybrid space." Journal of Child Language 47, no. 2 (April 30, 2019): 337–57. http://dx.doi.org/10.1017/s0305000919000199.
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AbstractIn this study we sought to identify profiles of talk during Head Start preschool mealtime conversations involving teachers and students. Videos of 44 Head Start classrooms’ lunch interactions were analyzed for the ratio of teacher–child talk and amount of academic vocabulary, and then coded for instances of academic/food, social/personal, and management talk to highlight the degree of hybridity of talk within this unique setting. Cluster analysis revealed four distinct patterns of teacher–child mealtime interactions in 44 Head Start preschool classrooms: classroom discourse, home discourse, hybrid-low, and hybrid-high. Multilevel models further demonstrated a relationship among these clusters of teacher–child interactions and children's end-of-year expressive vocabulary scores controlling for ratio of teacher–child talk and pre-test scores. Children in classrooms displaying a hybrid style of mealtime discourse made the greatest gains on measures of expressive vocabulary in contrast to their peers in classrooms displaying other discourse styles.
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Yasin, Burhanuddin, Faisal Mustafa, and Ayu Mentari Sarani Bina. "Effective Classroom Management in English as a Foreign Language Classroom." PAROLE: Journal of Linguistics and Education 12, no. 1 (April 30, 2022): 91–102. http://dx.doi.org/10.14710/parole.v12i1.91-102.
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Classroom management is an essential element of the teaching and learning process which determines the quality of instruction. This research aims to investigate the elements of classroom management which can be effectively applied in EFL classrooms. This study is a review research study, where the data were collected from 43 previously published materials, restricted to books, dissertations, and articles published in academic journal. The data were analysed using data condensation, data display and conclusion drawing. The results of this study show that there are three elements of classroom management, i.e. seating arrangements, engagement, and participation. The seating arrangement has three effective components including u-shaped, sitting in a group, and orderly row. Further, student engagement consists of cognitive, behavioural, academic, emotional, social, intellectual, physiological, affective and relational engagement approaches. Meanwhile, participation includes classroom talk, teacher talk, collaborative talk, exploratory talk, disputational talk, and learner-managed talk. Therefore, it is recommended that teachers utilize effective classroom management components based on the results of this study to improve the quality of instruction.
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Relly, Sisma. "TYPES OF QUESTIONS USED BY ENGLISH TEACHERS AT SMP MUHAMMADIYAH 5 PADANG." RiELT Journal 7, no. 2 (March 25, 2022): 149–56. http://dx.doi.org/10.15548/rielt.v7i2.4033.
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Class interaction is part of the communication between teachers and students that occurs in the class. To interaction with student in the classroom, should have conversation are the teacher and student. Interaction occurs when teachers and students have the same opportunity to talk in class. However, most classroom interactions are dominated by teacher talk. Therefore, as a teacher, choosing the type of conversation is important. As a type of teacher talk, the use of teacher questions is considered an appropriate way to encourage student responses while creating balanced interactions in the classroom. This is what influenced the researchers to conduct research at SMP Muhammadiyah 5 Padang, namely grade 8. The teacher in the class had difficulty interacting with students in the classroom. Therefore, he always tries to ask students questions to encourage student responses to create interaction in the classroom. This study is aimed to find out: first, the types of question used by English teacher at SMP Muhammadiyah 5 Padang. Second, The relation of questions to classroom interaction. To achieve that goal, the researcher used a qualitative method by conducting classroom observations, recording, and interview English teachers at SMP Muhammadiyah 5 Padang. The research shows that there are 32 questions in 2 hours of learning. Of the 32 questions,
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Harahap, Alamsyah, and Emzir Emzir. "TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, no. 2 (December 1, 2015): 11–26. http://dx.doi.org/10.21009/ijlecr.012.012.
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English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.
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Harahap, Alamsyah, and Emzir Emzir. "TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, no. 2 (December 1, 2015): 11–26. http://dx.doi.org/10.21009/ijlecr.012.12.
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English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.
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Elismawati, Elismawati. "Classroom Interaction Analysis in the EFL Speaking Class: A Study at English Department of IAIN Imam Bonjol Padang." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 5, no. 1 (March 29, 2018): 25–32. http://dx.doi.org/10.30630/polingua.v5i1.21.
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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.
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Early, Margaret. "Linguistic Input and Interaction in the Content Classroom." TESL Canada Journal 4, no. 2 (June 26, 1987): 41. http://dx.doi.org/10.18806/tesl.v4i2.504.
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This study investigates teacher talk to different audiences of listeners and attempts to formulate a general description of the linguistic register particular to the classroom speech of ESL teachers. It describes and quantifies various features of classroom conversational interaction and various characteristics of ESL teachers' input to second language learners. It then investigates the degree to which the properties of foreigner talk in this corpus are representative, by comparing them to the results of Long's (1980) investigation of patterns of input and interaction outside of classrooms. Findings are summarized and a few cautious statements concerning the implications for the ESL classroom are made.
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Wahyu, Wahyu. "Formal and Informal Talks of Lecturers in EFL Classroom Interaction." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 1 (June 10, 2022): 338–55. http://dx.doi.org/10.24256/ideas.v10i1.2662.
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This research aimed to discover the characteristics of formal and informal talks of lecturers in EFL classroom. This research was conducted in qualitative design. Furthermore, the researcher applied discourse analysis under the study of sociolinguistics as an approach to analyze the language, writing, speech, and conversation (verbal and nonverbal) that was appropriate with the purpose of this research. In order to get the data, the researcher did observation and recording. Lastly, the result of the data analysis was presented in description of words, not number. The research was conducted at English Study Program of IAIN Bone.The result shows that the lecturers used formal and informal language. However, the lecturers used formal talk dominantly rather than the informal talk. The characteristic of formal talk which was frequently used by teacher was full form. The teacher frequently used this characteristic in asking question. Whereas informal talk happened frequently when teacher gave explanation particularly in explaining the material. The formal talks which occurred in EFL classroom particularly in student talk consist of four characteristics. They were neutral lexis, full form, politeness phenomena, careful turn taking and title in which using title mostly occurred in interaction among teacher and students. The informal talks which occurred in EFL classroom particularly in student talks were colloquial lexis, interruption/overlapping, first name and nickname, typical mood choice and modal for probability.
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Freebody, Kelly, and Kelly Freebody. "Talking drama into being: types of talk in drama classrooms." Exchanges: The Interdisciplinary Research Journal 1, no. 1 (October 1, 2013): 91–113. http://dx.doi.org/10.31273/eirj.v1i1.76.
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This paper explores the structure of talk in drama classrooms, particularly the ways students and teachers use different kinds of talk to achieve their classroom work and construct shared moral reasoning as the basis of their practical educational activities. The data and discussion presented here bring together the curricular setting of educational drama and the methodological setting of Conversation Analysis and Membership Categorisation Analysis. The transcripts and analyses emerged from a larger study that sought to explore the particular ways students interacted within process drama lessons dealing with future life prospects and pathways. The identification of three distinct kinds of talk has significance for education scholars, teacher-educators and teacher-practitioners as it has the potential to enable a more detailed awareness of the structure of classroom practice and the particular ways students engage with significant ideas in classroom settings.
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Tardif, Claudette. "Classroom Teacher Talk in Early Immersion." Canadian Modern Language Review 50, no. 3 (April 1994): 466–81. http://dx.doi.org/10.3138/cmlr.50.3.466.
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Cullen, R. "Teacher talk and the classroom context." ELT Journal 52, no. 3 (July 1, 1998): 179–87. http://dx.doi.org/10.1093/elt/52.3.179.
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Ramdani, Amaliah, and Andi Hidayatul Mi'raj Mursyid. "Teacher and Student Talk in Classroom." KARIWARI SMART : Journal of Education Based on Local Wisdom 2, no. 2 (July 31, 2022): 64–75. http://dx.doi.org/10.53491/kariwarismart.v2i2.295.
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This research's main objectives aimed at describing the types of an effective teacher and student talk based on Moskowitz’s FLINT analysis system; and the factors influencing its use in the teaching and learning process. The researcher applied a qualitative research design. This research participants were the teacher and students of the English Education Study Program at the State University of Makassar. One teacher and two classes were taken as the subject of this research. The data were obtained from classroom observation and interviews. In the interview, 12 students were chosen randomly. The data from observation and interviews were analyzed using an interactive model of data analysis procedure based on Miles & Huberman (2013). The findings showed that not all types of an effective teacher and student talk occurred in the observation. Some utterances cannot be classified into FLINT theory, and those utterances were then classified as a new type of teacher talk: "Assalamu’alaikum warahmatullahi wabarakatuh” and "good morning" were then classified as greeting. Moreover, the expression when the teacher is checking the students' attendance was classified as attendance checking. Meanwhile, it can be inferred that the classroom atmosphere or the students' character was the factor that mainly influences the use of effective teacher talk in the class. Then, the factors that may influence the use of compelling student talk in the class were (1) a signal of chance; (2) students' prior knowledge; (3) students' self-confidence; (4) students' curiosity; and (5) the teacher.
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Kirahla, Jihan Aisah, and Peptia Asrining Tyas. "TRACING NATIVE TEACHER TALK AND CLASSROOM INTERACTION IN EFL CONTEXT." Journal of English for Academic and Specific Purposes 3, no. 1 (June 26, 2020): 33. http://dx.doi.org/10.18860/jeasp.v3i1.9073.
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Since teacher talk is a necessary input for the students in an EFL (English as a Foreign Language) classroom, the objectives of this study are analyzing the categories of teacher talk and the classroom interaction in young learners’ classroom at reputable English Courses in Malang. This study used descriptive qualitative as the research design by using an observation sheets and an interview guide as the instruments. Besides, the researcher recorded the audio for every meeting. The result shows that, the teacher talk used in the classroom has been classified as direct teacher talk covering informing something, giving directions, and justifying students’ authority. For the classroom interaction in the class, it was found that the way students responded to their teacher’s talk was by individually. Further, it was found that direct teacher talk was implemented in the learning process and the implementations of this teacher talk were also connected with the way the students respond to their teacher talk
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Pratiwi, Widya Rizky. "TEACHER TALK AND INSTRUCTIONAL LANGUAGE CHOICE: TWO PROBLEMS ENCOUNTERED IN EFL CLASSROOM." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 1 (June 30, 2019): 195. http://dx.doi.org/10.24252/eternal.v51.2019.a15.
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When we agree with the internalization of a foreign language acquisition centered in the classroom, teacher talk plays the most important role to achieve the success of teaching and learning. However, a high intensity of teacher talk and the hesitation of instructional language choice become two common problems are usually faced. Therefore, it seems important to present a variety of literature reviews to be considered by teachers which may be used as the reference to solve the problem. This study presented the concept of teacher talk at classroom interaction, monolingual and bilingual approach in EFL classroom and some previous research findings “the rationales for supporting bilingual approach” which were gained from some articles. This study suggests that teachers have to control the quantity and quality of their talk to gain an effective teaching and learning process in the EFL classroom. It is more advantageous to reduce Teacher Talk Time and increase Student Talk Time based on the students’ need because too much teacher talk will have an impact on decreased student learning motivation. When teaching EFL students, it will be helpful for overcoming cognitive difficulties if teachers insert mother tongue for the certain condition such as to translate difficult words from reading the text and to explain grammar. However, the teachers have to keep a principled and judicious use of mother tongue because a very high proportion of it also limits the students’ achievement. If the students are exposed more to the second language, they will become more successful
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Pratiwi, Widya Rizky. "TEACHER TALK AND INSTRUCTIONAL LANGUAGE CHOICE: TWO PROBLEMS ENCOUNTERED IN EFL CLASSROOM." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 7, no. 2 (November 24, 2018): 214–27. http://dx.doi.org/10.26618/exposure.v7i2.1581.
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When we agree with the internalization of a foreign language acquisition centered in the classroom, teacher talk plays the most important role to achieve the success of teaching and learning. However, a high intensity of teacher talk and the hesitation of instructional language choice become two common problems are usually faced. Therefore, it seems important to present a variety of literature reviews to be considered by teachers which may be used as the reference to solve the problem. This study presented the concept of teacher talk at classroom interaction, monolingual and bilingual approach in EFL classroom and some previous research findings “the rationales for supporting bilingual approach” which were gained from some articles. This study suggests that teachers have to control the quantity and quality of their talk to gain an effective teaching and learning process in the EFL classroom. It is more advantageous to reduce Teacher Talk Time and increase Student Talk Time based on the students’ need because too much teacher talk will have an impact on decreased student learning motivation. When teaching EFL students, it will be helpful for overcoming cognitive difficulties if teachers insert mother tongue for the certain condition such as to translate difficult words from reading the text and to explain grammar. However, the teachers have to keep a principled and judicious use of mother tongue because a very high proportion of it also limits the students’ achievement. If the students are exposed more to the second language, they will become more successful
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Masruuroh, Lina, and Lyla Anggerwina Kusuma. "Communicating with Islamic Communication and Broadcasting English Language Learners." JEES (Journal of English Educators Society) 3, no. 1 (April 4, 2018): 51. http://dx.doi.org/10.21070/jees.v3i1.1205.
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Proper Teacher Talk (TT) used in the EFL classroom contributes to the effective communication in TEFL. Teachers who are expected to implement proper and effective teacher talk are apparently seeing this as one of the most complicated elements to be appropriately integrated in EFL class due to the different context between target language and first language and also the excessive target language exposure that is given by English teacher to the students as one of authentic learning process in the classroom. Many research focus on researching effective TT strategy in general EFL classroom, however, there is ony limited number of them that focuses on researching this concept in Islamic classroom with its Islamic culture, Islamic learners and Islamic situations. This descriptive qualitative study discussed and proposed the effective teacher talks in supporting the success of teaching english as a foreign language classroom in Islamic context. This article had anaysed the interview result from 7 English-Islamic lecturers in Islamic Broadcasting and Communication Learners (KPI) major and used TT features which later focussed on its ammount, diction and questioning type under SLA theory. This article aims to explain why and what types of language of the proper communication style and strategies should be applied by the English lecturers in Islamic higher education for having the effective teacher talk to English-Islamic learners, specifically to Islamic Broadcasting and Communication Learners, that could contribute to a professional development in English Language Teaching.
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Cancino, Marco, and Gabriela Díaz. "Exploring the Code-Switching Behaviours of Chilean EFL High School Teachers: A Function-Focused Approach." Profile: Issues in Teachers´ Professional Development 22, no. 2 (July 1, 2020): 115–30. http://dx.doi.org/10.15446/profile.v22n2.81152.
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The present study sought to assess and characterise the amount of first language use that two English as a foreign language teachers used to accomplish a number of functions in two classroom modes. An adapted version of the Functional Language Alternation Analysis of Teacher Talk scheme was used to analyse teacher talk in six English as a foreign language classes at a public high school. Results showed that the first language holds a hegemonic presence in these classrooms across a wide range of pedagogical functions. It is argued that initiatives that present prescriptive approaches to foreign language use need to take into account linguistic, contextual, and idiosyncratic factors in the English as a foreign language classroom.
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Jing, Nana, and Junrui Jing. "Teacher Talk in an EFL Classroom: A Pilot Study." Theory and Practice in Language Studies 8, no. 3 (March 1, 2018): 320. http://dx.doi.org/10.17507/tpls.0803.07.
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This study explored a non-native English teacher’s teacher talk in an EFL classroom through the qualitative research methodology. The study also aimed to find out the characteristics of EFL teacher talk and to explain them. The study mainly employed video-recorded classroom data for analysis, taking classroom observation as the supplement. The study shows that teacher talk nowadays still conforms to the widely acknowledged IRF pattern, which is in line with previous studies conducted on teacher talk. The study also tries to explore the use of L1 in EFL classroom. It shows that the EFL teacher uses Chinese mainly for three functions as explaining complex structures, ushering cultural knowledge and activating class atmosphere taking into account students’ low language proficiency level; besides, non-verbal discourse is also widely displayed in EFL classroom to support the teacher talk.
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Fatsah, Hasanuddin, and Adriansyah Katili. "Critical Discourse Analysis on Teacher Talks in The Classroom Communication." Jambura Journal of English Teaching and Literature 1, no. 1 (April 30, 2020): 40–52. http://dx.doi.org/10.37905/jetl.v1i1.5637.
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The research objectives were at finding out how the teacher arranges her/his teacher talk in accordance with modification to teacher speech quantity of speech, explanation, question, and error correction. This research is designed in a qualitative research approach with an etnography of communication in which the researcher gathered data about verbal communication, relying on direct observation and audio-video recording. The subjects of research were the Indonesian people who used English in communication at classroom setting. In terms of teacher talk, it is found that teachers arranged their teacher talk in acordance with (1) modification to teacher speech when giving understanding, clarifying, and simplifying their speech for developing quality of teaching and learning process, (2) quantity of speech of the teachers was limited in order to give a maximum opportunity to students in the classroom communication, (3) explanation was done to give the students theoretical knowledge, (4) question was delivered to develop indepth content and teaching material, and (5) error correction was conducted to correct students’ error in any language usage and language use.
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Munawir, Ahmad. "The Influence of Teacher Talk toward Students’ Attitude to Speak English." ELT Worldwide: Journal of English Language Teaching 4, no. 1 (May 10, 2017): 27. http://dx.doi.org/10.26858/eltww.v4i1.3195.
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This research aimed at identifying the formal and interactional features of teacher talk in the classroom interaction during teaching and learning process. The research employed mixed methods research design. In this case, the researcher applied QUAN-qual model. The subjects consist of two English teachers and the fourth year students of English Education Department of Tarbiyah and Teacher Training Faculty at State Islamic University of Alauddin Makassar. The researcher collected the data using interview, questionnaire, passive participant observation which was analysed by using formal features and interactional features analysis. The research result indicated that the type token ratio of the teachers was low. It revealed that the vocabulary they used in delivering the material less varied. Then, the mean length utterance for Teacher A was 8.85 wpu and for the Teacher B was 12.06 wpu. It meant that teacher A delivered shorter utterances and Teacher B produced longer utterances. The Teacher A and B used more procedural questions than convergent and divergent questions in interacting in the classroom. The teachers provided interactional feedback when addressing students in the classroom. In terms of attitude, the students had positive attitude toward teacher talk. It was highly approved by the result of questionnaire where the students were favourable to the teacher talk. In addition, the students were motivated to speak English if the teacher encouraged them to speak English. Keywords : Influence,Teacher Talk, Students’ Attitude,Speak English
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Liu, Jixin, and Xiaoting Li. "Clausal Realization of Hedges in Teacher Talk." International Journal for Innovation Education and Research 5, no. 5 (May 31, 2017): 113–20. http://dx.doi.org/10.31686/ijier.vol5.iss5.695.
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Hedges as a linguistic device has been studied from different perspectives since Lakoff proposed this linguistic concept. The preceding researches focused on definition, classification and research domain of hedges. This thesis is aimed at the application of hedges by teachers in the spoken English class context through classroom observation and transcription from the teacher-student interaction. Based on the functional analysis of the excerpts from the spoken English classes, pedagogical implications of hedge use are illuminated. Thus, teachers can motivate the classroom participation on the part of students in thinking and speaking.
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Kurniawan, Made Budi. "Classroom Interaction in the EFL Speaking Class in Junior High School." Jurnal Pendidikan Bahasa Inggris undiksha 10, no. 1 (August 9, 2022): 82–87. http://dx.doi.org/10.23887/jpbi.v10i1.47994.
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The teaching and learning process is very dependent on the interactions that occur between teachers and students. The interaction occurs when the two subjects (teacher and student) speak. The purpose of this study is to analyze the types of interactions that were carried out during speaking class, teacher talk, and student talk. This study uses a qualitative design with research subjects were English teachers and 35 students in grade 8 at SMP Negeri 5 Singaraja. The data were obtained using observation and using the Foreign Language Interaction (FLINT) system as data analysis. There were three current flows of analysis method namely: data reduction, data display, and conclusion/verification. The result of the study reveals that there were seven types of classroom interaction. Those types of classroom interactions have the role to support the success of the learning process. The highest percentage of teacher talk is in teacher-whole class which the class is almost done with the all interaction by the teacher with the students.
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Huriyah, Shofiyatul, and Merie Agustiani. "An Analysis of English Teacher and Learner Talk in the Classroom Interaction." Linguistic, English Education and Art (LEEA) Journal 2, no. 1 (December 22, 2018): 60–71. http://dx.doi.org/10.31539/leea.v2i1.385.
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The objectives of the research were to find out the kinds of teacher talk and learner talk used by English teacherand learners during the classroom interaction and to know the language mostly used in the classroom. The participants of this study were 35 students and 1 English teacher that were taken using purposive sampling technique. This descriptive study used recording and interview in colecting the data. The results of clasroom interaction recording was then analyzed using Flander’s Interaction Analysis Categories (FIAC). It was obtained that teacher talk (75,5%) dominated the interaction during the classroom. In the interaction, the teacher mostly used ask question category (30,2%) meanwhile the learners mostly used pupil talk response category (9,1%). Furthermore, Indonesian language (57,2%) was dominantly used, while English was only 28,1%. From the research result, it can be concluded that the English teacher dominated the class by asking so many questions and mostly used Indonesian language during the classroom was taking place. It gave the students less chance to explore and practice their English.
Keyword: Teacher Talk, Learner Talk, Classroom Interaction.
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Rahayu, Silpia, and Trisnendri Syahrizal. "TEACHER TALK IN YOUNG LEARNERS� CLASSROOM INTERACTION." Indonesian EFL Journal 6, no. 1 (January 1, 2020): 89. http://dx.doi.org/10.25134/ieflj.v6i1.2651.
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In English Foreign Language (EFL) class, learners are not familiar with English in daily conversation, except several learners who have background in using English in their home or environment. Therefore, teacher plays a significant role as facilitator to introduce them into the language. This study aims to describe teacher talk and students talk as well as the way teacher talk is realized in young learners� classroom interaction by applying a descriptive method. The fifth grade classroom interaction at a primary school in Majalengka was recorded as the sample of the analysis. The data gained through observation was in the form of transcribed interaction. Besides, interview was also used to collect the data. To analyze the data, this study employed Flanders Interaction Analyzed Categories. Upon analyzing the data, the following findings are identified; 1) Accepting feeings (2 occuraces); 2) Encouragement (17 occuraces); 3) Accepting or using ideas of learners (54 occuraces); 4) Asking questions (142 occuraces); 5) lecturing (49 occuraces); 6) Giving directions (53 occuraces); 7) Criticizing learners behaviour (9 occuraces); 8) Learners-response (151 occuraces); 9) Learners-initiation (7 occuraces); and 10) Period of silence or confusion (8 occuraces). Finally, the use of similar activity for too long will make young learners feel bored, therefore, teacher needs to provide variety and more meaningful activities. In this case, teacher can use various techniques to stimulate learners� response. Besides, creating group discussion will give more opportunity to the learners to talk and learn from their peers.Keywords: teaching speaking; teacher talk; students talk; young learners.
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Tampubolon, Sutar Oktaviana. "TEACHER TALK IN TEACHING WRITING INTERACTION OF TECHNICAL ENGINEEERING STUDENTS IN SMK SWASTA TELADAN MEDAN." MEDAN MAKNA: Jurnal Ilmu Kebahasaan dan Kesastraan 17, no. 1 (June 23, 2019): 87. http://dx.doi.org/10.26499/mm.v17i1.2295.
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This present, study focuses on the teacher talk in teaching writing which conducted in a eleventh grade classroom of SMK Swasta Teladan Medan and to describe how the categories teacher talk affect the students’ learning process during the teaching writing to the eleventh grade of SMK Swasta Teladan Medan. In this research, the FLINT is used to identify the categories of teacher talk occur during the learning process. Moreover, this study is conducted on the form of descriptive qualitative research where the researcher as the non-participant observer on the classroom. The subject of this study is a vocational high school English teacher and the eleventh graders of SMK Swasta Teladan Medan. From the data that has been taken, it is obtained that the categories of teacher talk used by the teacher in teaching writing interaction in the eleventh grader of SMK Swasta Teladan Medan are deals with feeling, praises or encourages, jokes, uses ideas of students, repeats students response verbatim, asks question, gives information, corrects without rejection, gives direction, and criticizes student behavior. More over the categories of teacher talk used also have been proven to help the students understand better about the subject and elicit students’ contribution during the learning process. In conclusion, the researcher has found that the teacher who teaches writing in an eleventh grade classroom of SMK Swasta Teladan Medan has performed some categories of the teacher talk from FLINT.
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Hustiana, Hustiana, and Akbar Akbar. "TEACHER TALK AND THE PATTERN OF ENGLISH CLASSROOM INTERACTION IN TEACHING ENGLISH." English Language, Linguistics, and Culture International Journal 1, no. 3 (December 29, 2021): 139. http://dx.doi.org/10.24252/elstic-ij.v1i3.25379.
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The aim of this research was to explore the teacher talk and the pattern of interaction that occur during in the teaching - learning process. The researcher applied qualitative study in English Zone, a Course Institute in Makassar. The data sources were a teacher who has got her BA degree in State University of Makassar two years ago. There are four teenager students who participated in the class. The technique of data collecting consists of doing observation by recording audio-lingual data of the process of teaching English. While, technique of data analysis consist of transcribing data from recorded classroom observation into written text, classifying the types of teacher talk that occurred in the class, identifying the patterns of interaction occur during in the teaching – learning process and concluding the finding from all of the collected data. In brief, it could be concluded that the teacher employed ten from eleven categories of teacher talks, there are: there are eleven types of teacher talks namely dealing with feelings, praising and encouraging, joking, using ideas of students, repeating students’ response verbatim, asking question, giving information, correcting without rejection, giving direction, and criticizing the students’ response. While there are four patterns of classroom interaction that were applied in the study are: Interactions among students or student – students interactions that happened during the small group discussion and during in the classroom discussions teachers – whole class interactions that happened during the class discussion and also this pattern happened when the teacher conveyed learning material and gives instructions to the students, Interactions among teacher – group discussion that happened during the small group discussion when the teacher clarifies the students’ difficulties with the task given. Therefore, it was suggested for the teacher to conducted group discuccion that did not occur in class interaction to improve the students motivation and willingness to work together.
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Haydarova, Sarvinoz Zuxriddinovna. "COMMUNICATIVE TEACHER TALK IN THE ENGLISH CLASSROOM." Theoretical & Applied Science 66, no. 10 (October 30, 2018): 323–26. http://dx.doi.org/10.15863/tas.2018.10.66.40.
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Thompson, Jessica, Sara Hagenah, Hosun Kang, David Stroupe, Melissa Braaten, Carolyn Colley, and Mark Windschitl. "Rigor and Responsiveness in Classroom Activity." Teachers College Record: The Voice of Scholarship in Education 118, no. 5 (May 2016): 1–58. http://dx.doi.org/10.1177/016146811611800506.
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Background/Context There are few examples from classrooms or the literature that provide a clear vision of teaching that simultaneously promotes rigorous disciplinary activity and is responsive to all students. Maintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a classroom. Focus of Study What does highly rigorous and responsive talk sound like and how is this dialogue embedded in the social practices and activities of classrooms? Our aim was to examine student and teacher interactions in classroom episodes (warm-ups, small-group conversations, whole-group conversation, etc.) and contribute to a growing body of research that specifies equity in classroom practice. Research Design This mixed-method study examines differences in discourse within and across classroom episodes (warm-ups, small-group conversations, whole-group conversation, etc.) that elevated, or failed to elevate, students’ explanatory rigor in equitable ways. Data include 222 secondary science lessons (1,174 episodes) from 37 novice teachers. Lessons were videotaped and analyzed for the depth of students’ explanatory talk and the quality of responsive dialogue. Findings The findings support three statistical claims. First, high levels of rigor cannot be attained in classrooms where teachers are unresponsive to students’ ideas or puzzlements. Second, the architecture of a lesson matters. Teachers and students engaging in highly rigorous and responsive lessons turned potentially trivial episodes (such as warm-ups) of science activity into robust learning experiences, connected to other episodes in the same lesson. Third, episodes featuring one or more forms of responsive talk elevated rigor. There were three forms of responsive talk observed in classrooms: building on students’ science ideas, attending to students’ participation in the learning community, and folding in students’ lived experiences. Small but strategic moves within these forms were consequential for supporting rigor. Conclusions/Recommendations This paper challenges the notion that rigor and responsiveness are attributes of curricula or individual teachers. Rigorous curriculum is necessary but not sufficient for ambitious and equitable science learning experiences; the interactions within the classroom are essential for sustaining the highest quality of scientific practice and sense-making. The data supported the development of a framework that articulates incremental differences in supporting students’ explanatory rigor and three dimensions of responsiveness. We describe implications for using this framework in the design of teacher programs and professional development models.
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Mellany, Mellany, Risnawati Risnawati, and Fera Zasrianita. "Teacher and Students’ Talk in Speaking Classroom Interaction." Jadila: Journal of Development and Innovation in Language and Literature Education 2, no. 1 (August 12, 2021): 25–35. http://dx.doi.org/10.52690/jadila.v2i1.123.
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Classroom interactions are typical class situations where verbal contact is dominant, which means that the teacher has a significant impact on the students speaking ability. Classroom interaction and speaking ability have related to created interaction on teaching classroom process. This study purpose at analyzing the realization of classroom interaction especially teacher talk and students talk occurred during teaching speaking class. The data were taken from SMA Negeri 3 Seluma in the form of observation, interview, and documentation. The data then were analyzed by the framework adapted from Flanders Interaction Analysis Categories (FIAC). The findings showed that the classroom interaction most dominant is the teacher while students during speaking class. It also described those teacher roles during classroom interaction as director, manager, and facilitator. The study recommends the teacher support students to actively speak when learning the classroom process. Finally, this study suggests a further study to find various frameworks in analyzing classroom interaction discourse which covers different abilities.
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Stein, Mary Kay. "Take Time for Action: Mathematical Argumentation: Putting Umph into Classroom Discussions." Mathematics Teaching in the Middle School 7, no. 2 (October 2001): 110–12. http://dx.doi.org/10.5951/mtms.7.2.0110.
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Perhaps the most difficult recommendation of the NCTM's Standards to put into practice is that of orchestrating classroom discourse—moving from a teacher-centered classroom to one that is centered on student thinking and reasoning. Some researchers argue that traditional “chalk and talk” classrooms put all the intellectual authority in the hands of the teacher and little or no responsibility for thinking and reasoning on the shoulders of the students. Classroom discussions, in contrast, are viewed as encouraging students to construct and evaluate their own knowledge, as well as the ideas of their classmates. Few examples or guidelines exist, however, to help teachers orchestrate such discussions.
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Fatmawati, Dina Tri, Pratiwi Retnaningdyah, and Slamet Setiawan. "Teacher Talk in Classroom Interaction Used by English Tutor in Mr. BOB English Course Kampung Inggris Pare." Edumaspul: Jurnal Pendidikan 6, no. 2 (October 1, 2022): 1467–74. http://dx.doi.org/10.33487/edumaspul.v6i2.4298.
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This paper aims to describe the teacher talk in classroom used by English tutor and the types of teacher talk in classroom interaction used by English Tutor in Mr. Bob English Course Kampung Inggris Pare. The subject of the research is the regular student who take Pronunciation program in Mr, Bob English Course. This research was a qualitative research, the data collection is by observation and voice recording. The researcher conduct the observation in classroom and recording when the teaching learning process. The result of the study showed that teacher talk in classroom interaction and the types of initiation and follow up used by teacher talk in classroom interaction. The type of initiation involved; questioning, invitation and direction, the type of follow up involved; inform, prompt, encouragement, criticizing, acknowledgement, and comment.
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Love, Kristina. "Towards a further analysis of teacher talk." Australian Review of Applied Linguistics 14, no. 2 (January 1, 1991): 30–72. http://dx.doi.org/10.1075/aral.14.2.02lov.
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Abstract Current systems for analyzing classroom talk require some refinement in order that they may be applied for professional development purposes. Sinclair and Coulthard’s (1975) system is particularly useful as a potential tool for diagnostic purposes, but requires further development at the level of ‘act’ both in order to clarify theoretical frameworks and to provide manageability in terms of its application. This study will present a first approximation towards the development of a more refined system of classifying classroom discourse. In its focus on teacher talk, it will provide a preliminary taxonomy of types of teacher acts. This taxonomy, it is hoped, will both inform existing theory and provide a diagnostic tool in the training of teachers.