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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3633

Title: AN INVESTIGATION OF THE PATTERN OF TURNTAKING IN GROUP DISCUSSIONS IN GRADE 11 EFL CLASS AT KOKEBE TSIBAH SENIOR SECONDARY SCHOOL
Authors: WOSSENIE, GIRMA
Advisors: Dr. Teshome Demisse
Keywords: PATTERN OF TURNTAKING
GROUP DISCUSSIONS
ELT
Copyright: Jun-1999
Date Added: 6-Nov-2012
Publisher: AAU
Abstract: The purpose of this study was to examine grade 11 students' level of participation in the group discussions by taking turns in ELT classroom at Kokebe Tsibah Senior Secondary School. The study was conducted on thirty students along with their English teacher from one section. The students were divided into five groups and each group comprised six members. Out of fourteen speaking activities presented in the newly developed grade 11 English textbooks for both semesters, three group discussion tasks were randomly selected. Of the three tasks, two were taken from Student's Book I for the first semester and one was taken from Student's Book II for the second semester. For the two tasks, the videotaping was made for three hours during the first semester and for the third task the videotaping was conducted for an hour and twenty-five minutes during the second semester. Taken as a whole, four hours and twenty-five minutes of videotaping was carried out in order to collect data from the group discussions. Each group discussion was videotaped nearly for eighteen minutes on each given task. The data were analysed by making a slight change of Allwright's turn-taking categories developed in 1980. The results from the analysis of the data showed that the sum total of 453 turns were taken in all the three group discussions under turn getting categories. Out of the aggregate turns (453), the students and the group leaders took 156 turns in response to personal solicits. 70 turns were taken through selfinitiation by the group leaders and other students in the groups. The highest number of turns (181) was used in discourse maintenance under the category of 'Take' to keep the group discussions active. From 43 turns under the category of 'Make', the largest share of turns were taken by the teacher and the remaining few turns were used by the group leaders and by other students in the groups. The results also showed that a total of 307 turns were made across the categories of turn giving. Turns observed under the categories of 'P' , 'G' and '0' were 135, 45 and 127 respectively during the group discussions.
URI: http://hdl.handle.net/123456789/3633
Appears in:Thesis - Teaching English as a Foreign Language

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