g.1.machisaca.judith.english. teaching metodology
TRANSCRIPT
UNIVERSIDAD DE LAS FUERZAS ARMADAS-ESPE
LINGÜÍSTICA APLICADA AL IDIOMA INGLÉS
TUTOR: MSC. NESTOR BONILLASTUDENT: MACHISACA CARCHIPULLA JUDITHSUBJECT: ENGLISH TEACHING METODOLOGYTHEME : ANALYZING PATTERNS OF CLASSROOM
Discurse Analysis and classroom interaction
Discurse Analysis
It involves look at both language form and language
functions that are
SPOKEN INTERACTIONconcerned with language usebeyond the
boundaries .
WRITTEN TEXTS Interpretation and understanding of
different texts
This adopt an etic or external perspective on human
behavior point out.
The etic viewpoint studies behavior as from
outside of a particular system.
Eternal essential initial approach to an alien system.
It is the study of language in use
Discurse Analysis and classroom interaction
Discurse Análisis Is used to refer mainly to thelinguistic analysis of naturally
occurring speech.
The interaction which goes on in EFL classrooms
The approachto be adopted and
analyze the classroom discourse
That functions of a language in terms
of the linguistic
Which involves analyzing naturally occurring
speech linguistically, by taking an etic perspective
Discurse Analysis and classroom interactionThe effects of gender
on Classroom discourse
Gender had a role to play
The interaction patternsTeachers and
students
Male and female students produced
nearly equal amounts of talk in
pair
Theoretical Framework of the Study
Three partexchange as an organizational unit of conversation.
Basic organizational unit of conversation is a potentially such as:
Including an Initiation, Response and Follow-up
Using authentic and naturally occurring data The analysis of conversational data
New insights into the sequencing of patterns of
interaction.
FRAMEWORKMake a systematic analysis of
the data. Objective descriptive tool
OBJECTIVE AND RESEARCH QUESTIONSThe study
is conducted to provide a detailed Linguistic
Description.
The patterns, teachers, students
interaction in classroom
in EFL in Iran
QUESTIONS
What are the predominant patterns
of classroom interaction between
teachers and students in EFL
classrooms in Iran?
Are the interaction
teacher- dominated ,
students dominated?
How are such patterns affected
by genders.?
The present study included 16 teachers , 8 female and 8 male of intermediate levels.
The classes were single-gender, either boys or girls,
By male teachers and girls by female ones. Each teacher had several years of teaching experience.
1.-Covering homework material,2.-Teaching grammatical points, reading passage, vocabulary items or a conversation 3.-Listening to a text, either as a whole-class activity or as a pair work.
In total, 20 classes (12 female and 8 male
teachers) were observed .
Data collection, coming upwith almost 28 hours of classroom interaction. Therefore ,Each class
period envolved either
Each class lasted about one hour and forty-five minutes
Data collection
Data Análisis
Procedure
Analyzingthe data based on
framework, the
researchers faced someProblems.
1) Observed in the teacher’s talk were such utterances as ‘you’, ‘yes?’, or a
pupil’s 2)Some
categories were too general to depict subtle
distinctions in the patterns of classroom interaction
The subcategories classified under the categories
Elicit’ and ‘Evaluate’positive and
negative categories
Data Análisis Procedure
To identify the breakdowns in the
interaction between the
teachers and the students.
Category ‘Repair’ borrowed from Conversation
Analysts to the initial framework
The final framework to be used in the
analysis of Teacher-Student talk was
identified
The finalframework used in analyzing the
data
Conversation Analysts and added to the framework proposed
Results
The dominant patterns of classroom interaction
The interaction patterns between
students and teachers
The patterns of interaction between the students and the teachers showed variation
The Predominant Patterns of Classroom Interaction between the Participants
The Results of the Effect of Gender of the Teachers and
theStudents on their
Interaction Patterns
The differences between male and
female teachers and male and female
students
Both male and female students
madeuse of the same discourse acts.
Male and female students in the way that they interacted
withtheir teachers.
Elicit inform
The interaction patterns between the students, and
teachers were dominated this is
positive
DISCUSSION, CONCLUSION, AND
IMPLICATION
The present study the interaction which was investigated took place between either girls and boys
It is necessary for the teachers to reorganize the activities that can foster more interaction in the classroom,
This end, that They should try to incorporate activities and tasks in the books which would provoke more genuine communication’ between teachers and students.
DA methodology to the analysis of the interaction taking place between the teachers and the students in EFL classrooms in Iran,
AUTHORS
Nasser Rashidi is presently the academic member of the Department of Foreign Languages and Linguistics at Shiraz University.Mahshid Rafieerad has got her MA in TEFL from Shiraz University. Her areas of interest are: Discourse Analysis and Language Teaching.
REFERENCES
Allwright, R. L. (1980). Turns, topics, and tasks: Patterns of participation in languagelearning and teaching. In D. Larsen-Freeman (Ed.), Discourse analysis insecond language research (pp.165-187). Rowley, MA: Newbury House.Li, Q. (n.d.). Interaction and communication: An examination of gender differences inelementary student mathematics and science learning using CMC. RetrievedMay 24, 2008 from http://www.ucalgary.ca/~qinli/publication/g_lf_2study. html.Tsui, A. B. (2001). Classroom interaction. In R. Carter and D. Nunan (Eds.), TheCambridge guide to teaching English to speakers of other languages (pp. 120-125). Cambridge: Cambridge University Press.www.asiatefl.org/main/download_pdf.php?i=161&c