The Interactions between Spoken Classroom Discourse and Teacher Questioning
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Date
2015-06
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Addis Ababa University
Abstract
The main purpose of this study was to investigate the interaction between spoken classroom discourse and teacher questioning in Glory secondary schools in particular grade ten students. The researcher focused mainly on speaking strategies used by the teacher and students, activities, an classroom discourse structure and teacher’s questioning. To achieve the objective, five English teachers and 23 students were used as a participant and various instruments were used. These are: classroom observation, students’ and teachers’ interview, students’ questionnaire, and audio recording. The data were categorized and descriptively analyzed. Then, the collected data were analyzed using both quantitative and qualitative methods of data analysis. The findings depicted that students didn’t use learning speaking strategies rather than teachers used and they wanted everything comes from their teacher Although the classroom was available for interaction and the teacher used more referential question than display questions, the students didn’t show any effort to practicing the language. With regards to the dominant types of classroom discourse structures, IRF and other structure are equally used. There exist an equal relationship and teacher talk not in predominance. There has been little or no time given for the modern speaking skills teaching activities such as group and pair discussions, oral report, drama, panel discussions and interviews and other except practicing traditional method teaching and learning methods. The consequences of inappropriate speaking practices used has resulted in the weak interaction of the students in speaking the language . To that end, this research paper provides recommendations that could bring about a change in the practice of teaching and learning speaking in the classroom.
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Spoken Classroom