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Teachers’ Initiations in Maximizing English Classroom Interaction
Aisha Stambul,
Eustard Rutalemwa Tibategeza
Issue:
Volume 10, Issue 6, November 2022
Pages:
311-320
Received:
10 October 2022
Accepted:
29 October 2022
Published:
10 November 2022
DOI:
10.11648/j.ijll.20221006.11
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Abstract: This paper focuses on the teachers’ initiation in English classroom interaction based on Sinclair and Coulthard Model. The study focused on identifying initiations used by English language teachers in promoting interaction in the classroom, and to analyse the challenges that English language teachers face in maximizing classroom interaction. The data were collected from three public secondary schools in Nyamagana Municipality in Mwanza region - Tanzania. This study used mixed method approach where both qualitative and quantitative approaches were applied. To obtain relevant information, interviews, questionnaires and classroom observations were used. The data were analysed based on Sinclair and Coulthard theory of 1975. The findings indicate that all teachers’ initiations were applied where ‘teacher inform’ was the dominant one followed by directing, checking, repeating, listing and eliciting. However, eliciting was rarely used by English language teachers. The results further show that English language teachers in Tanzania face challenges related to learning conditions, learner-related factors, societal factors and other challenges as far as classroom interaction is concerned. It is recommended that teachers should elicit the language from learners to enable them to produce natural answers in order to maximize interactions in English language classrooms. It is concluded that, if the teachers’ intention is to maximize classroom interaction, the use of elicitation technique is more appropriate.
Abstract: This paper focuses on the teachers’ initiation in English classroom interaction based on Sinclair and Coulthard Model. The study focused on identifying initiations used by English language teachers in promoting interaction in the classroom, and to analyse the challenges that English language teachers face in maximizing classroom interaction. The da...
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Effect of Peer Feedback on Students’ Revision of Writing - a Case Study of Hong Kong EFL Students
Issue:
Volume 10, Issue 6, November 2022
Pages:
321-326
Received:
22 November 2022
Accepted:
7 December 2022
Published:
12 December 2022
DOI:
10.11648/j.ijll.20221006.12
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Abstract: Peer feedback, as one of the significant reviewing practices in writing classrooms, has been receiving growing attention. The majority of research, however, concentrates on the context of higher education, focusing less on the context of EFL secondary schools in Hong Kong, where the students have lower language and cognitive abilities and are strongly influenced by the Chinese culture background. Adopting a qualitative case study approach, this study sets the context in the secondary classroom of Hong Kong. Six students with different English proficiency participated in the study. Multiple sources of data are collected through classroom observations and semi-structured interviews, including EFL writing teaching and learning materials, students’ writing products and interviews records. Students’ comments on peer’s work were divided into three categories: grammar, language features, content & structure. The preliminary writing drafts and the completed works were graded and compared. Semi-structured interviews were also analyzed to investigate condition for students’ feedback and their views on the peer review exercise. The findings indicated that peer feedback had a positive effect on students’ rewriting, in spite of students’ English proficiency difference. Students expressed their willingness and appreciation in providing as well as receiving peer feedback. Though the study also revealed that peer feedback comments were still limited to grammatical level. This study provides insight of peer feedback practice in the context of EFL secondary classroom, and can function to guide teachers’ further instructional activities for more effective writing teaching.
Abstract: Peer feedback, as one of the significant reviewing practices in writing classrooms, has been receiving growing attention. The majority of research, however, concentrates on the context of higher education, focusing less on the context of EFL secondary schools in Hong Kong, where the students have lower language and cognitive abilities and are stron...
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A Research Overview of the Bonan Language
Issue:
Volume 10, Issue 6, November 2022
Pages:
327-333
Received:
8 November 2022
Accepted:
30 November 2022
Published:
15 December 2022
DOI:
10.11648/j.ijll.20221006.13
Downloads:
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Abstract: Bonan language is a special kind of Mongolian language. Due to historical migration and other factors, it can roughly divide into two dialects, the Tongren dialect in Qinghai Province and Jishishan dialect in Gansu Province. Compared with other languages of the same language family, the research on the Bonan language in China started relatively late. From the perspective of longitudinal time, it can be roughly separated into three stages: the embryonic period of Bonan language research (1956-1979); the beginning stage of Bonan language research (1980-2009); since 2010, the research on the Bonan language has been developing. As a whole, the research results of the Bonan language are not very fruitful, and the progress is relatively slow compared with other Mongolian languages. From the perspective of horizontal research content, the existing research on the Bonan language mainly focuses on phonological, supplemented by lexical investigation. Phonetic indagation contains a traditional description and experimental phonetic research, which complement each other and are indispensable. Vocabulary research chiefly involves loanwords, cognate comparisons, and lexicography. And the grammar research on the Bonan language is relatively insufficient. Some studies on language contact in the Ganqing area sometimes mentioned the example of the Bonan language, but few monographs systematically analyze the grammatical phenomena of the Bonan language. Structuralism is the chief method, and typology frameworks are rarely used for research.
Abstract: Bonan language is a special kind of Mongolian language. Due to historical migration and other factors, it can roughly divide into two dialects, the Tongren dialect in Qinghai Province and Jishishan dialect in Gansu Province. Compared with other languages of the same language family, the research on the Bonan language in China started relatively lat...
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