An Analysis of a Classroom Discourse: A Case of a Selected English Class in the Eastern Cape of South Africa

被引:1
作者
Lydy, Mumbembe [1 ]
Oyelana, Akeem Adewale [2 ]
Ejidike, Ikechukwu Peter [3 ]
Akintoye, Maroof Adeniyi [4 ]
Odularu, Olufunmilayo [5 ]
机构
[1] Univ Ft Hare, Dept English Language & Comparat Literatur, PB X1314, ZA-5700 Alice, Eastern Cape, South Africa
[2] Univ Ft Hare, Dept Business Studies, PB X1314, ZA-5700 Alice, Eastern Cape, South Africa
[3] Univ Ft Hare, Dept Chem, PB X1314, ZA-5700 Alice, Eastern Cape, South Africa
[4] Univ Ft Hare, Dept Zool & Entomol, PB X1314, ZA-5700 Alice, Eastern Cape, South Africa
[5] Univ Ft Hare, Dept Dev Studies, PB X1314, ZA-5700 Alice, Eastern Cape, South Africa
关键词
Classroom Discourse; English Language; IsiXhosa; Verbal Communication;
D O I
10.1080/09751122.2016.11890418
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study reviews the classroom interaction discussions between the teachers and learners in a selected primary school in the Eastern Cape Province of South Africa. The discourse analysis was used to examine verbal interaction as a significant component of teaching techniques for enhancing effective teaching of English language. The main objective of this study was to analyze the verbal communication between the teachers and pupils in the classroom during teaching and learning of materials in English language. Qualitative research design was used in this study. Data were collected through interviews. As the teaching and learning of English language develops between the teachers and pupils in the primary schools, both negative and positive factors were observed when they were communicating. The relationship between the pupils and teachers responses to the factors influencing teaching and learning the subject was critically examined. The interviews conducted confirmed some of the challenges to include the use of local words by the pupils and lack of understanding of some local isiXhosa words by their teachers. The result also shows that pupils faced different hindrances in understanding some English language vocabularies taught in the classroom. The results also revealed that the classroom interaction was successful due to good methods introduced by the teachers in transferring knowledge to the pupils. Recommendations were made on how the teaching and learning of English language could be improved by appropriate mechanism or strategies to obtain successful results.
引用
收藏
页码:113 / 119
页数:7
相关论文
共 25 条
  • [21] Smith F, 2005, INT EDUC J, V6, P607
  • [22] Preschool Children's Foreign Language Vocabulary Learning by Embodying Words Through Physical Activity and Gesturing
    Toumpaniari, Konstantina
    Loyens, Sofie
    Mavilidi, Myrto-Foteini
    Paas, Fred
    [J]. EDUCATIONAL PSYCHOLOGY REVIEW, 2015, 27 (03) : 445 - 456
  • [23] Studying and understanding the instructional contexts of classrooms: Using our past to forge our future
    Turner, JC
    Meyer, DK
    [J]. EDUCATIONAL PSYCHOLOGIST, 2000, 35 (02) : 69 - 85
  • [24] CLASSROOM DISCOURSE IN PROBLEM-BASED LEARNING CLASSROOMS IN THE HEALTH SCIENCES
    Woodward-Kron, Robyn
    Remedios, Louisa
    [J]. AUSTRALIAN REVIEW OF APPLIED LINGUISTICS, 2007, 30 (01)
  • [25] Wright G. B., 2011, INT J TEACHING LEARN, V23, P92, DOI DOI 10.4324/9781315559605