Looking Into Teacher’ Use of Language In Creating Student’s Involvement and Learning Opportunity In Efl Classroom

Rita Tauhida, Usman Kasim, Asnawi Muslem

Abstract


This study aimed to investigate the teacher’s use of language in the form of interactional features in EFL classrooms. The types of interactional features based on Self Evaluation of Teacher Talk (SETT) was implemented as the framework for this study. To collect the data, 180 minutes of unfolding classroom interaction were observed and recorded using Audio-video recorder with two instruments, such as observation sheet, and field note. The data were analyzed by using Conversation Analysis (CA). Among 14 types of interactional features suggested in SETT, 11 interactional features were found in this study. Eight of them were used to facilitate students’ learning involvement, while three hindered the students from the involvement and learning opportunity.
Keywords: Interactional Features, Students’ involvement, and Learning Opportunity.


Full Text:

PDF

References


Amilia, Kadrina. (2017). An Analysis of Teacher Question in EFL Conversation Class. A Classroom Research at SMA Lab School Unsyiah, Banda Aceh. (Unpublished Thesis) Syiah Kuala University, Banda Aceh, Indonesia.

Cancino, M. (2015). Assessing learning opportunities in EFL classroom: what can conversation analysis tell us?. RELC Journal. 46(2), 115-129.

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Have, P.T. (2007). Doing Conversation Analysis: A Practical Guide. (2nd Ed). London: SAGE Publications Ltd.

Huth. T. (2011). Discourse analysis and language classroom discourse. Language and Linguistics Compass. 5(5), 297-309.

Krashen, S. (2009). Principle and Practice in Second Language Acquisition. (Internet Ed). Univeristy of Southern California. Retrived September 8th, 2021 from http://www.sdkrashen.com/content/books/principles_ and_practice.pdf

Lazaraton, A. (2004). Conversation analysis and the non-native English speaking ESL teacher: a case study. In: Boxer D, Cohen A (eds) Studying Speaking to Inform Second Language Learning. Clevedon: Multilingual Matters, 49-57.

Makhsum, Cut Aulia. (2016). Questioning Modifications in Teacher Talk. A Classroom Research at SMA Teuku Nyak Arief Fatih Bilingual School, Banda Aceh. (Unpublished Thesis) Syiah Kuala University, Banda Aceh, Indonesia.

Oliver, R. (2000). Age differences in negotiation and feedback in classroom and pair work. Language Learning 50(1), 119–151.

Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook on Research in Second Language Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum.

Walsh, S (2002). Construction or obstruction: teacher talk and learner involvement in EFL classroom. Language Teaching Research, 6(1), 3-23.

Walsh, S (2006). Investigating Classroom Discourse, London: Routledge.

Walsh, S (2011). Exploring Classroom Discourse: Language in Action. New York: Routledge.

Wasi’ah, Nur (2016). A Study of Teacher Talk in Classroom Interaction at An Islamic Senior High School. OKARA Journal of Languages and Literature. 1(1), 29-43.

Widya, J. (2015). Teacher Talk and Learning Opportunities: A Case Study of A Pre-Service Teacher in EFL Classroom). Journal of English and Education. 3(2), 41-50.

Yaqubi, B. & Rokni, M.P (2012). Teacher Limited Wait-Time Practice and Learners’ Participation Opportunities in EFL Classroom Interaction. Journal of English Language Teaching and Learning, 10, 123-161.


Refbacks

  • There are currently no refbacks.


Copyright © 2017 Syiah Kuala University

ISSN: 2345-6789

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.