Öz
Kaynakça
- Abd-Kadir, J., & F. Hardman. (2007). The discourse of whole class teaching: a comparative study of Kenyan and Nigerian Primary English lessons. Language and Education, 22 (1):1-15. Beth, M., & Duncan, B. D. (2010). "Big loud voice. You have important things to say": The Nature of Student Initiations During One Teacher's Interactive Read-Alouds. The Journal of Classroom Interaction, 45 (2): 20-29. Chin, C. (2006). Classroom Interaction in Science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28 (11): 1315-1346. Chin, C., & Orsborne, J. (2008). Students' questions: a potential resource for teaching and learning science. Studies in Science Education, 44 (1): 1-39. Chung, C., C. Carter, E. W., & Sisco, L. G. (2012). Social Interactions of Students with Disabilities Who Use Augmentative and Alternative Communication in Inclusive Classrooms. American Journal of Intellectual and Developmental Disabilities, 117 (5): 349-367. Duffy, J., Warren, K., & M. Walsh. 2001. Classroom Interactions: Gender of Teacher, Gender of Student. Sex Roles, 45 (9/10): 579-593. Fletcher, P., & MacWhinney, B. (2017). Discourse Organization and the Development of Reference to Person, Space, and Time. In, the Handbook of child language. Wiley Online Library. Gravetter, F. J. & Forzano, L. B. (2018). Research methods for behavioural Science. New York: Cengage. Hardman, J. (2016). Tutor–student interaction in seminar teaching: Implications for professional development. Active Learning in Higher Education, 17 (1): 63-76. Lefstein, A., & Snell, J. (2014). Better than best practice: Developing teaching and learning through dialogue. London: Routledge. Leung, C., & Mohan, B. (2004). Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse. Language Testing, 21 (3): 335-359. MacLure, M. (2013¬). Classification or wonder? Coding as an analytical practice in qualitative research. In R. Coleman., & J. Ringrose (Eds.), Deleuze and Research Methods (pp.165). Edinburgh: Edinburgh University Press. Mercer, N. (2010). The analysis of classroom talk: Methods and Methodologies. British Journal of Educational Psychology, 80 (1): 1-14. Mukherji, P. & Albon, D. (2018). Research methods in early childhood: An introductory Guide (3rd Edition). London: SAGE. Poza, L. E. (2018). The language of ciencia: translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism, 21: 1-19. Rappa, N.A., & Tang, K. (2018). Integrating disciplinary-specific genre structure in discourse strategies to support disciplinary literacy. Linguistics and Education, 43, 1-12. Savignon, S. J. (2018). Communicative Competence. In, The TESOL Encyclopedia of English Language Teaching, John Wiley & Sons. Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press. Sinclair, J., & Coulthard, M. (1992). Towards an analysis of discourse. In M. Coulthard (Ed.), Advances in Spoken Discourse Analysis (p.1-34). London: Routledge. Smith, F.,Hardman, F., & Higgins, S. (2006). The impact of interactive whiteboards on teacher–pupil interaction in the National Literacy and Numeracy Strategies. British Educational Research Journal, 32 (3): 443-457. Tsui, A. B. M., & Law, D.Y.K. (2007). Learning as boundary-crossing in school-university partnership. Teacher and Teacher Education. 23 (8): 1289-1301. Waring, H. Z. (2008). Using Explicit Positive Assessment in the Language Classroom: IRF, Feedback, and Learning Opportunities. The Modern Language Journal, 92 (4): 577-594. Wilson, E. (2017). Becoming a reflexive teacher (Third edition). In E. Wilson (Ed.), School-based research: A guide to education students (pp. 13-22). London: SAGE. Winarti, W. A. (2017). Classroom Interaction: Teacher and Student Talk in International Class Program (ICP). KnE Social Sciences & Humanities, 220-226 Zhang, P. (2012). Interactive Patterns and Teacher Talk Features in an EFL Reading Class in a Chinese University-A Case Study with Communicative Teaching Method. Theory and Practice in Language Studies, 2, (5): 980-988.
Öz
This research article
addresses the use of the Initiation Move (I-Move) at higher learning and how
the students’ communicative competence is developed. The overall purpose of
this research article was to investigate the different types of the I-Move in Communication
and Study Skills (CSS) classes at the University of Botswana (UB). In
investigating the I-Move to establish the different types, the Classroom
Observations were used among nine lecturers from the seven faculties of the UB.
The said Classroom Observations were captured by video recording the nine
lessons in CSS classes of the UB. From the nine lessons observed, a transaction
was selected for the analysis. In addition, the Initiation, Response, Feedback
(IRF) moves were used to analyse the discourse from the Classroom Observations.
The results indicate that a number of I-Move types namely; Informs, Directs,
Checks, Questions were used and the most commonly used type was the ‘lecturer
questions’. Further, the results indicate a few instances where the students
attempted to initiate the classroom talk, which in the process encourage
communicative competence. The conclusion of the study was that the CSS classes
are dominated by the lecturers. This is because during the I-Move, the
lecturers take most of their time asking the students questions and informing
them about the topics under discussion. The investigation of the I-Move was
meant to shed some light on how the lecturers can initiate the classroom talk
in an endeavour to develop the students’ communicative competence.
Anahtar Kelimeler
Initiation Move Communicative Competence Classroom Interaction Acts Pattern of Interaction
Kaynakça
- Abd-Kadir, J., & F. Hardman. (2007). The discourse of whole class teaching: a comparative study of Kenyan and Nigerian Primary English lessons. Language and Education, 22 (1):1-15. Beth, M., & Duncan, B. D. (2010). "Big loud voice. You have important things to say": The Nature of Student Initiations During One Teacher's Interactive Read-Alouds. The Journal of Classroom Interaction, 45 (2): 20-29. Chin, C. (2006). Classroom Interaction in Science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28 (11): 1315-1346. Chin, C., & Orsborne, J. (2008). Students' questions: a potential resource for teaching and learning science. Studies in Science Education, 44 (1): 1-39. Chung, C., C. Carter, E. W., & Sisco, L. G. (2012). Social Interactions of Students with Disabilities Who Use Augmentative and Alternative Communication in Inclusive Classrooms. American Journal of Intellectual and Developmental Disabilities, 117 (5): 349-367. Duffy, J., Warren, K., & M. Walsh. 2001. Classroom Interactions: Gender of Teacher, Gender of Student. Sex Roles, 45 (9/10): 579-593. Fletcher, P., & MacWhinney, B. (2017). Discourse Organization and the Development of Reference to Person, Space, and Time. In, the Handbook of child language. Wiley Online Library. Gravetter, F. J. & Forzano, L. B. (2018). Research methods for behavioural Science. New York: Cengage. Hardman, J. (2016). Tutor–student interaction in seminar teaching: Implications for professional development. Active Learning in Higher Education, 17 (1): 63-76. Lefstein, A., & Snell, J. (2014). Better than best practice: Developing teaching and learning through dialogue. London: Routledge. Leung, C., & Mohan, B. (2004). Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse. Language Testing, 21 (3): 335-359. MacLure, M. (2013¬). Classification or wonder? Coding as an analytical practice in qualitative research. In R. Coleman., & J. Ringrose (Eds.), Deleuze and Research Methods (pp.165). Edinburgh: Edinburgh University Press. Mercer, N. (2010). The analysis of classroom talk: Methods and Methodologies. British Journal of Educational Psychology, 80 (1): 1-14. Mukherji, P. & Albon, D. (2018). Research methods in early childhood: An introductory Guide (3rd Edition). London: SAGE. Poza, L. E. (2018). The language of ciencia: translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism, 21: 1-19. Rappa, N.A., & Tang, K. (2018). Integrating disciplinary-specific genre structure in discourse strategies to support disciplinary literacy. Linguistics and Education, 43, 1-12. Savignon, S. J. (2018). Communicative Competence. In, The TESOL Encyclopedia of English Language Teaching, John Wiley & Sons. Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press. Sinclair, J., & Coulthard, M. (1992). Towards an analysis of discourse. In M. Coulthard (Ed.), Advances in Spoken Discourse Analysis (p.1-34). London: Routledge. Smith, F.,Hardman, F., & Higgins, S. (2006). The impact of interactive whiteboards on teacher–pupil interaction in the National Literacy and Numeracy Strategies. British Educational Research Journal, 32 (3): 443-457. Tsui, A. B. M., & Law, D.Y.K. (2007). Learning as boundary-crossing in school-university partnership. Teacher and Teacher Education. 23 (8): 1289-1301. Waring, H. Z. (2008). Using Explicit Positive Assessment in the Language Classroom: IRF, Feedback, and Learning Opportunities. The Modern Language Journal, 92 (4): 577-594. Wilson, E. (2017). Becoming a reflexive teacher (Third edition). In E. Wilson (Ed.), School-based research: A guide to education students (pp. 13-22). London: SAGE. Winarti, W. A. (2017). Classroom Interaction: Teacher and Student Talk in International Class Program (ICP). KnE Social Sciences & Humanities, 220-226 Zhang, P. (2012). Interactive Patterns and Teacher Talk Features in an EFL Reading Class in a Chinese University-A Case Study with Communicative Teaching Method. Theory and Practice in Language Studies, 2, (5): 980-988.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 15 Eylül 2019 |
| Gönderilme Tarihi | 8 Şubat 2019 |
| Yayımlandığı Sayı | Yıl 2019Cilt: 5 Sayı: 14 |
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