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|Title: ||LEA1NERCONTRIBUTIONS IN , THE EFL CLASSROOM|
|Authors: ||KEDIR, ASSEFA|
|Advisors: ||Dr. Geremew Lemu|
|Copyright: ||May-2000 |
|Date Added: ||14-Nov-2012 |
|Abstract: ||This study was intended as an exploration of a FL classroom concerning the contribution
making behaviour of learners and their perceptions in relation to contribution. Based on
video-taped data and learners self reports, the study revealed some apparent information on
how students contribute and perceive contribution making.
An analysis of lesson transcript showed that the amount and types of contributions students
made tended to be variable from one interaction pattern to another. A thirty-minute group
interaction produced far greater contri butions than a one-hour whole class interaction both
in terms of quantity and quality.
According to the transcript analysis three students in the group work who made
considerable contributions failed to make any in the teacher - fronted discussions.
Moreover. a group participant who contributed the most during the group-work failed to
maintain the lead during the lockstep interaction. A difference was also observed in the
quality of contributions students made. In the group interaction. the students' contributions
were characterized by a wide variety of functional moves whereas the contributions in the
teacher - fronted interaction were responses to teacher questions and short utterances.
Students' responses to questionnaire and interview questions indicated that students
preferred participating in a small group interaction to whole class interaction. The
responses also showed that students' reasons for participating in the classroom is primarily
to obtain good marks rather than practising target language. Furthermore, the results
displayed students' positive perceptions of bidding and self-selection in making
contributions. These last perceptions of students seemed to match with the students'
contribution making behaviour observed in the classroom
Although these findings are limited to a freshman classroom where the data were collected,
the pedagogical implications are possibly applicable to similar classrooms since there were
findings (e.g Long. et al. 1976; Cathcart 1986; Allwright 1980) that corroborate the results
of this exploration. But further studies need to be conducted to come up with more
information especially on the relationship between contribution and perception .|
|Appears in:||Thesis - Teaching English as a Foreign Language|
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