Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
Institute of Language Studies >
Thesis - Teaching English as a Foreign Language >

Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/4043

Title: An Exploration of the Relationship between Uptake and Classroom Questioning: A Case Study
Authors: Seime, Kebede
Advisors: Dr. Dick Allwright
Keywords: Uptake and Classroom Questioning:
Copyright: Mar-1998
Date Added: 27-Nov-2012
Publisher: AAU
Abstract: The aim of this study is to consider whether it is possible to account for the phenomenan of uptake by looking at some of the discoursal features (specifically question and answer exchanges) of the interactive work that goes on between an instructor and his students in biology lessons in the context of non-native English speaking instructors working with non-native English speaking students in a tertiary level institution in Ethiopia. Seven chapters were set to address this issue. Chapter I deals with the basic concepts involved in the study. Chapter II presents the research setting, a review of related literature, and the purpose of the study. The research tools and the procedures are explained in Chapter III. Chapter IV looks at the frequency of Challenges/Troubles, the distribution of resultant content questions by gender and proficiency, and the results and discussions on wait-time. Chapter V sets out to explore by questionnaire and interview the relationship between Uptake (the number of items the students claimed to have learned) and interaction (which is identified here as the total number of times each learner was verbally involved in question and answer exchanges). Chapter VI deals with the analysis and interpretation of the data obtained through the questionnaires and interviews. Finally, Chapter VII considers the various results that have been obtained, in the light of the possibility we undertook to examine at the outset: whether it is possible to account for the phenomena of uptake by looking at some of the discoursal features (specifically question and answer exchanges) of the interactive work that goes on between the instructor and the students in a subject teaching classroom. The investigation of the students' participation in the instructor's question and answer exchanges offers the suggestion that students do not appear to benefit very much from their own involvement in an episode of interaction by question and answer exchange. Having something dealt with in an episode of interaction by question and answer exchange may be helpful but it is neither a necessary nor a sufficient condition for something to be learned. The study also shows that of the total 129 Uptaken claims, 105 (82%) of them were claimed to have been learned by 1,2, or 3 students. Uptake was, therefore, highly idiosyncratic, i.e., each lesson is a different lesson for every learner. Furthermore, instructor's lectures and occasionally instructor's questions dominate college classroom discourse. The students are merely passive recipients of the instructor's talk. In the present study, contrary to what we might expect from the literature, there was no single question raised by any of the students in all the lessons observed. Finally, the thesis discusses the potential implications of the findings for (subject) teaching pedagogy and provides suggestions for future research.
URI: http://hdl.handle.net/123456789/4043
Appears in:Thesis - Teaching English as a Foreign Language

Files in This Item:

File Description SizeFormat
Seime Kebede.pdf206.11 MBAdobe PDFView/Open

Items in the AAUL Digital Library are protected by copyright, with all rights reserved, unless otherwise indicated.


  Last updated: May 2010. Copyright © Addis Ababa University Libraries - Feedback