An Exploration of Discourse in an EFL Classroom: Teacher Talk

Rezaee, Mehrdad; Farahian, Majid

doi:10.1016/j.sbspro.2012.06.806

Cited by 16 publications

(15 citation statements)

References 3 publications

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“…This is inline with Yuqi's study in Winarti which shows that a major portion of class time is employed by the teacher to give directions, explain activities and check students' understanding [4]. Similar research findings done by Farahian reports that most of teacher talks were used to elicit students' knowledge (questions) which were classified under three categories, namely procedural, convergent, and divergent [5].…”

Section: B Move and Act In Classroom Interactionsupporting

confidence: 75%

Classroom Interaction in English Reading Class

Safriyani¹

2018

Proceedings of the International Conference on English Language Teaching (ICONELT 2017)

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Abstract-Language classrooms have different techniques and discourse used compared to nonlanguage subject classroom. The interaction between teacher and students is also interesting to be examined. Therefore, the purpose of this study is to describe the structure of classroom interaction in reading class and to indentify the act used in the interaction to maintain the interaction in a reading class.Descriptive qualitative

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Section: B Move and Act In Classroom Interactionsupporting

confidence: 75%

Classroom Interaction in English Reading Class

Safriyani¹

2018

Proceedings of the International Conference on English Language Teaching (ICONELT 2017)

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“…A study conducted by [9] showed that a major portion of class time is employed by the teacher to give directions, explain activities and check students' understanding. Similar research findings [6,7] reported that most of teacher talks were used to elicit students' knowledge (questions) which were classified under LSCAC Conference Proceedings three categories, namely procedural, convergent, and divergent. Teacher talk was also used to give feedback such as praise with comments, repetition plus praise and guide to self-repair, which is of great significance for language learners to stimulate their learning motives and enthusiasm [4].…”

Section: Introductionsupporting

confidence: 58%

Classroom Interaction: Teacher And Student Talk In International Class Program (Icp)

Winarti¹

2017

KSS

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This study is an attempt to examine classroom interaction which specifies teacher and student talk in International Class Program (ICP) at non-English departments at State Islamic University Maulana Malik Ibrahim Malang. ICP class is different from regular class in which English and Arabic are used as medium of instruction in the teaching and learning process. This study is intended to answer two questions: (1) What categories of teacher talk are used by the teacher in giving stimuli in the process of teaching and learning? and (2) How do the students respond to the teacher's instruction in the process of teaching and learning? The subjects of the study are the teacher and the students in ICP class. The data are elicited through non-participant observation, interview with the teacher and the students, field notes and recording of utterances between the teacher and the students. Data are analyzed using the 'interaction model' of Miles and Huberman, following FLINT system. This article reports the results of the analysis of classroom interaction that focuses on teacher and student talk in ICP class.

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“…The first one is teachers needs to have awareness in questioning preparation and the teachers need to have an understanding about the steps in producing questions in the classroom reference [12]. In the preparation stage, the teachers need to consider that the teachers need to prepare the questions based on some consideration which is the students"" level, the kinds of materials and the function of questioning Huang & Zheng, reference [14]. The teachers also need to choose appropriate content and media that can help them in the questioning process.…”

Section: The Principles Of Formulating Questionsmentioning

confidence: 99%

Teachers' Questioning in EFL Classroom: Facts and Expectations at Senior High School in Ambon

Sousia¹,

Nikijuluw²

2018

Proceedings of the International Conference on English Language Teaching (ICONELT 2017)

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Abstract-This study examined the real practical situation of teachers' questioning in English as a foreign language (EFL) classroom. It focused on a) the level of teachers' questioning based on revised Bloom Taxonomy, b) the ways of teachers in generating questions and c) the challenges that teachers face in formulating questions. A case study was employed as the research design. Purposive sampling was used in selecting three English teachers in a high school as the participants of the study. The data was gathered from classroom observation, in-depth interview and document review. The findings revealed that the levels of teachers' questioning were ranged from remembering until evaluating categories. Furthermore, in generating questions, teachers followed several principles in preparing and producing questions. Regarding the challenges, teachers still have constraints in formulating questions particularly for the high level of thinking questions. They also have difficulties in applying some principles in generating questions. The findings of this study suggested that teachers need to empower their critical thinking through their reflective teaching, therefore, they will aware about their weaknesses and strengths in posing questions as one way to measure the students' understanding of teaching materials as well as to enrich their conceptual and procedural knowledge on questioning in EFL classroom.

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An Exploration of Discourse in an EFL Classroom: Teacher Talk

Cited by 16 publications

References 3 publications

Classroom Interaction in English Reading Class

Classroom Interaction in English Reading Class

Classroom Interaction: Teacher And Student Talk In International Class Program (Icp)

Teachers' Questioning in EFL Classroom: Facts and Expectations at Senior High School in Ambon

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