A STUDY OF TEACHER TALK IN CLASSROOM INTERACTION AT AN ISLAMIC SENIOR HIGH SCHOOL

  • Nur Wasi'ah Islamic Junior High School Al-Huda Jambi
https://doi.org/10.19105/ojbs.v10i1.809
Abstract views: 680 , PDF downloads: 6976
Keywords: Teacher Talk, Classroom Interaction, Interactional Features, Pedagogic Goal

Abstract

This study investigated interactional features performed by English teacher during teaching learning process in classroom interaction, how the teacher performed it, and how interactional features helped the teacher to achieve pedagogic goal. This study used descriptive qualitative method. The data was collected by using audio-video recording and field notes. The result showed that the English teacher performed eleven interactional features out of fourteen in the classroom those are scaffolding, direct repair, content feedback, extended wait-time, seeking clarification, confirmation check, teacher echo, teacher interruption, extended teacher turn, display question and extended learner turn. Related to pedagogic goal, only teacher interruption did not help the teacher in achieving any pedagogic goal.

Downloads

Download data is not yet available.

References

Allwright, Dick, and Hanks, Judith. The Developing Language Learner: An Introduction to Exploratory Practice. New York: Palgrave Macmillan, 2009.

Brown, H. Douglas. Teaching by Principles; An interactive Approach to Language Pedagogy. New York: Person Education, 2001.

Cullen, Richard. “Teacher Talk and the Classroom Context”. English Language Teaching Journal, 1998. Vol. 25 No. 3, 179-187.

Ellis, Rod. The Study of Second Language Acquisition (Oxford Applied Linguistics). New York: Oxford University Press, 1994.

. Learning a Second Language through Interaction. In K. D. Bot & T. Huebner (Eds.), Studies in Bilingualism. Philadelphia: John Benjamins Publishing Company, 1999.

Mercer, Neil. The Guided Construction of Knowledge: Talk Amongst Teachers and Learners. Clevedon: Multilingual Matters, 1995.

Miles, Matthew B., Huberman, A. Michael, and Saldana, Johnny. Qualitative Data Analysis (3rd ed.). London: SAGE Publications Inc, 2014.

Seedhouse, Paul. Classroom Interaction: Possibilities and Impossibilities. English Language Teaching, 1996, Journal Vol. 50 No. 1.

Takahashi, Etsuko, Austin, Theresa, and Marimoto, Yoko. Social Interaction and Language Development in a FLES Classroom. In J. K. Hall & L. S. Verplaetse (Eds.), Second and Foreign Language Learning Through Classroom Interaction. London: Lawrence Erlbaum Associates, Inc, 2000.

Walsh, Steve. Construction or Obstruction: Teacher Talk and Learner Improvement in the EFL calssroom. Language Teaching, 2002. Research Vol. 6 No. 1, 3-23.

Investigating Classroom Discourse. New York: Routledge, 2006.

Exploring Classroom Discourse: Language in Action. New York: Routledge, 2011.

Yanfen, Liu, and Yuqin, Zhao. A Study of Teacher Talk in Interactions in English Classes. Chinese Journal of Applied Linguistics (Bimonthly), 2010. Vol. 33 No. 2, 76-86..

Published
2016-05-31
How to Cite
Wasi’ah, N. (2016). A STUDY OF TEACHER TALK IN CLASSROOM INTERACTION AT AN ISLAMIC SENIOR HIGH SCHOOL. OKARA: Jurnal Bahasa Dan Sastra, 10(1), 29-43. https://doi.org/10.19105/ojbs.v10i1.809
Issue
Vol. 10 No. 1 (2016): OKARA: Jurnal Bahasa dan Sastra
Section
Articles

The journal operates an Open Access policy under a Creative Commons Attribution-NonCommercial 4.0 International License. Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.