Efl Classroom Oral Interaction And Its Realization Within Textbook-Based Oral Activities: Meki Upper Primarry Schools In Focus
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Date
2008-06
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AAU
Abstract
The study was carried out to explore EFL classroom oral interaction and
its realization within textbook-based oral activities. To this end, two
research questions have been developed: how teachers teach speaking
skills, and the extent to which the oral activities presented in the
textbook encourage classroom oral interaction. For this study, three
upper primary government schools were chosen purposefully, as there
are some private primary schools in the town. Then, ten teachers and
130 students filled in the questionnaire. In the interview, four teachers
and six students participated. Three randomly selected classes were
observed twice and the oral activities in the students' book were also
evaluated. Then, the data were analyzed both qualitatively and
quantitatively.
The results of the study revealed that classroom oral interaction most
likely is devoid of learners' active participation. Students have been
hardily confronted with the totality of language use (genuine classroom
oral interaction), as classes were mainly teacher-fronted. Teachers' strict
control over the lesson was found to be less likely to promote interaction
and, thereby, to facilitate the evolvement of learning opportunities. In
addition to the difficulty of oral activities in the textbook, lack and
shortage of learning materials as well as insufficient time given for
activities would impair the effectiveness of oral interaction.
Based on the results of the study, it is recommended that teachers be
given professional development courses and intensive language
improvement training. Furthermore, insight should be given to the
appropriateness and distribution of learning/teaching materials (i.e. the
syllabus, student's book, and teacher's book) by the bodies concerned.
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The study was carried out to explore EFL classroom oral interaction and its realization within textbook-based oral activities