The role of teacher talk in young learners’ language process

İnceçay, Görsev

doi:10.1016/j.sbspro.2010.03.010

Cited by 25 publications

(13 citation statements)

References 3 publications

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“…Research in EMC has established that linguistic features that hinder student engagement also limit potential for learning (Liu & Hong, 2009;Vaish, 2008;İnceçay, 2010). Extensive use of linguistic features such as isn't it, which preclude students from participating as actors in knowledge production, appears to hinder oral language development among multilingual students.…”

Section: Isn't It As a Regulative Feature In Classroom Discoursementioning

confidence: 99%

“Her sentence is correct, isn't it?”: Regulative discourse in English medium classrooms

Kiramba

Smith

2019

Teaching and Teacher Education

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Research on discourse in African classrooms has shown the predominance of teacher centered instructional practices. Teacher centered discourse patterns have been blamed for student passivity and disengagement in knowledge production. In this article, we investigate teachers' use of the invariant tag isn't it in Kenyan primary classrooms during ELA and math lessons. Using Bernstein's pedagogical device theory, we submit that the tag plays a regulative function in classroom discourse. Based on our findings, we argue for greater attention to teachers' language choices and discuss implications for classroom discourse practice and research. The invariant tag isn't it is a common linguistic feature in World Englishes, including Kenyan English. Teachers across Kenya are familiar with use of isn't it in and outside the context of schooling. We examined use of isn't it in discourse in English medium classrooms. Teachers' use of the invariant tag isn't it regulated classroom discourse and limited dialogue

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Section: Isn't It As a Regulative Feature In Classroom Discoursementioning

confidence: 99%

“Her sentence is correct, isn't it?”: Regulative discourse in English medium classrooms

Kiramba

Smith

2019

Teaching and Teacher Education

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“…Mostly the teachers tried to make students produce the correct answer by repeating students" wrong answer in emphasizing intonation. As stated by Gorsev Incecay (2010) in his finding, prompt is teachers "attempt to get the students produce the correct answer by the use of a clue to indicate the location or nature of the error, or requesting the student to make a clarification of what he or she has just said, or by the teachers" repeat of what the student has said with an emphasis on the incorrect part. In this research attempt that used by the teachers were by repeating what students said by emphasizing on the incorrect part.…”

Section: Acknowledgmentmentioning

confidence: 99%

“…As a part of teacher talk, initiation and follow up are always used by the teacher in classroom time by time. As Incecay (2010) states that teacher talk can be judged by by how effective it is in communicative interaction in the classroom. It can be said that teacher talk is an essential part in creating participative classroom since whatever teacher says will give an impact to the students.…”

Section: Introductionmentioning

confidence: 99%

Analyzing Teacher Talk in Classroom Interaction at Junior High School

Arif¹,

Zaim²,

Refnaldi³

2019

Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)

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This article was intended to find out, describe, and analyze Initiation and Follow up as part of teacher talk used by the teacher in classroom interaction. It was focused on identifying the types of initiation and follow up used by the teacher in classroom interaction. The research was conducted at SMPN 34 Pekanbaru. The subject of this research were four English teachers who teaches seven grade, eight grade, and nine grade in the school. This research was a descriptive research with the classroom interaction analysis. The instruments used in this research were Video recording and classroom observation sheet. The data in this research was the result of the identification of transcriptions of classroom interaction videos which used to find the types of initiation and follow up. The finding showed that the types of initiation used by the teacher in classroom interaction were display question, referential question, direction, and invitation. While the types of follow up used by the teacher in classroom interaction were informing, prompt, criticizing, ignoring, and acknowledgment.

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“…The students' responses contained 560 sentences, and the system could only determine 523 of these accurately, and thus a few students did not receive corrective feedback when needed. This incorrect feedback was caused partly by a disadvantage of the parsing-based approach: When increasingly more types of errors must be included and analysed, the grammar becomes progressively complicated, exponentially increasing the number of ambiguous parses [52]. Knutsson et al, argued that all language learning environments using automatic language technology could encounter problems with the program's accuracy [44], and that sentence judgments made by an automated mechanism cannot yet yield 100% agreement with the teachers [53].…”

Section: Questionnaire Analysismentioning

confidence: 99%

Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System

2017

Int. J. Emerg. Technol. Learn.

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Abstract-Computer-supported language learning has the potential to promote relevant work in support of instant, interactive language discourse that fulfils educational purposes and fosters individual language learning. This study presents an interactive IRF-based English grammar learning assistant system (EGLA) that aims to improve students' grammatical knowledge and correct their grammar errors and misspellings if they have any. A quasi-experimental design is adopted to examine its effects on an English grammar achievement test for three classes of junior high school students. These three classes were assigned to the experimental group and control groups A and B. The experimental group used EGLA that harnessed IRF moves, control group A used EGLA but without IRF moves, whereas control group B received an IRF-based English grammar discourse from an English tutor in the classroom. The results demonstrated that the experimental group was significantly better than control group A, but was not significantly different from control group B. The results are discussed, and directions for further investigation are provided.

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The role of teacher talk in young learners’ language process

Cited by 25 publications

References 3 publications

“Her sentence is correct, isn't it?”: Regulative discourse in English medium classrooms

“Her sentence is correct, isn't it?”: Regulative discourse in English medium classrooms

Analyzing Teacher Talk in Classroom Interaction at Junior High School

Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System

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