analyzing patterns of classroom interaction

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THE UNIVERSITY OF ARMED FORCES ESPE CAREEER: APPLIED LINGUISTICS TO ENGLISH LANGUAGE TEACHER´S NAME: MSC. NÉSTOR BONILLA BONILLA MADE BY: JORGE CHUVA BY JORGE CHUVA 1

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Page 1: Analyzing patterns of classroom interaction

THE UNIVERSITY OF ARMED FORCES ESPE•CAREEER: APPLIED LINGUISTICS TO ENGLISH

LANGUAGE•TEACHER´S NAME: MSC. NÉSTOR BONILLA BONILLA •MADE BY: JORGE CHUVA

BY JORGE CHUVA 1

Page 2: Analyzing patterns of classroom interaction

ANALYZING PATTERNS OF CLASSROOM

INTERACTION INEFL CLASSROOMS

IN IRAN

©©

2

Page 3: Analyzing patterns of classroom interaction

INTRODUCTION

•ANALYZING INTERACTION PATTERNS HAS BEEN OF INTEREST SINCE THE 1940S

BY JORGE CHUVA 3

Page 4: Analyzing patterns of classroom interaction

CLASSROOM CENTRED RESEARCH (CCR)•FOCUSES ON CLASSROOM INTERACTION•TO DISCOVER INSIGHTS AND TO DEVELOP

UNDERSTANDING OF LANGUAGE LEARNING AND TEACHING•TO DIAGNOSE THE PHENOMENA THAT ENCOURAGE OR

BLOCK LEARNING

BY JORGE CHUVA 4

Page 5: Analyzing patterns of classroom interaction

PURPOSE OF THE PAPER•  TO PRESENT RESEARCH CARRIED OUT IN EFL SCHOOLS

IN IRAN• TO DIAGNOSE THE PATTERNS OF INTERACTION BETWEEN

TEACHERS AND STUDENTS IN THE CLASSROOM.•  TO ANALYZE THE AFFECT THAT GENDER HAS ON

CLASSROOM INTERACTIONS.

BY JORGE CHUVA 5

Page 6: Analyzing patterns of classroom interaction

DISCOURSE ANALYSIS

•ONE OF MANY APPROACHES USED TO ANALYZE AND DESCRIBE THE BEHAVIOR OF PARTICIPANTS IN THE CLASSROOM•ANALYSES THE COMMONLY SPOKEN LANGUAGE IN ITS

LINGUISTIC FORM AND STRUCTURE•THE ANALYSIS IS MADE FROM AN OUT-SIDE PERSPECTIVE

AND THEREFOR AN OBJECTIVE VIEWPOINT

BY JORGE CHUVA 6

Page 7: Analyzing patterns of classroom interaction

PARTICIPANTS•16 TEACHERS- 8 FEMALES, 8 MALES•SINGLE GENDERED CLASSES•BOYS TAUGHT BY MALE TEACHERS AND GIRLS TAUGHT

BY FEMALE TEACHERS

BY JORGE CHUVA 7

Page 8: Analyzing patterns of classroom interaction

METHODS OF THE STUDY

•NON-PARTICIPANT OBSERVER EACH CLASS•EACH CLASS RECORDED ON MP3•EACH RECORDING TRANSCRIBED

BY JORGE CHUVA 8

Page 9: Analyzing patterns of classroom interaction

DATA ANALYSISALL DATA ANALYZED USING THE MODEL PROPOSED BY TSUI (1994)ALL CLASSROOM CONVERSATION IS ANALYZED AND CATEGORIZED INTO 3 MAIN GROUPS•TEACHER-STUDENT TALK•STUDENT-TEACHER TALK•STUDENT- STUDENT TALKS

BY JORGE CHUVA 9

Page 10: Analyzing patterns of classroom interaction

PROBLEMS WITH DATA ANALYSIS MODEL

•DUE TO THE VARIED TYPE OF TEACHER STUDENT INTERACTIONS, IT WAS NECESSARY TO INCLUDE A MORE DETAILED CATEGORIZING SYSTEM.

BY JORGE CHUVA 10

Page 11: Analyzing patterns of classroom interaction

THE SOLUCIONINSERTED CATEGORIES FROM TSUIS 1985 MODEL

•                ELICIT•                EVALUATE•                NOMINATE•                ACCEPT•                COMMENT•                CLUE

• INSERTED THE “REPAIR”CATAGORIES BORROWED FROM THE CONVERSATION ANALYSIS• SELF-REPAIR (THE STUDENT

CORRECTS HIMSELF)• REPAIR (THE TEACHER

CORRECTS THE ERROR)• PEER REPAIR (THE OTHER

STUDENT CORRECT THE ERROR)

BY JORGE CHUVA 11

Page 12: Analyzing patterns of classroom interaction

TO ANALYZE STUDENT TEACHER TALK AND STUDENT TALK• THE ORIGINAL 1994 MODEL PROPOSED BY TSUI WAS SUFFICIENT TO

ANALYZE THE STUDENT LED INTERACTIONS.  • IT WAS NOT NECESSARY TO INCLUDE THE SAME SUB CATEGORIES THAT

WERE NEEDED TO ANALYZE THE TEACHER LED CONVERSATIONS.

BY JORGE CHUVA 12

Page 13: Analyzing patterns of classroom interaction

THE EFFECT OF GENDER• INVESTIGATION OF THE EFFECT THAT GENDER HAS ON THE INTERACTIONS• DIFFERENCES BETWEEN MALE AND FEMALE TEACHERS • DIFFERENCES BETWEEN MALE AND FEMALE STUDENTS• ANALYSIS OF FREQUENCY COUNTS AND PERCENTAGE INDICES WERE

CALCULATED FOR EACH OF THE THREE CATEGORY TYPES (TEACHER-STUDENT TALK, STUDENT-TEACHER TALK AND STUDENT-STUDENT TALK)

BY JORGE CHUVA 13

Page 14: Analyzing patterns of classroom interaction

RESULTS  TEACHER LED CONVERSATION• BOTH MALE TEACHERS AND FEMALE TEACHERS DOMINATED THE

CONVERSATIONS HELD WITH THEIR STUDENTS IN THE CLASSROOM.• IN GENERAL FEMALE TEACHERS GAVE MORE POSITIVE ORAL FEEDBACK, BUT

THE DIFFERENCE WAS VERY LITTLE.• IN GENERAL THERE EXISTED VERY LITTLE DIFFERENCE BETWEEN MALE AND

FEMALE TEACHERS IN THEIR INTERACTION WITH THE STUDENTS• INDICATING THAT GENDER DID NOT AFFECT THE INTERACTION THAT THE

TEACHERS HAD WITH THEIR STUDENTS

BY JORGE CHUVA 14

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STUDENT-TEACHER TALK•VERY SMALL DIFFERENCE IN THE WAY THE FEMALE STUDENTS AND

MALE STUDENTS INTERACTED WITH THEIR TEACHERS•RESULTS INDICATED THAT THE STUDENTS WERE ALSO ACTIVE IN

TALKING WITH THE TEACHER• STUDENTS RESPONDED TO QUESTIONS AND CORRECTED THEIR OWN

ERRORS AND THE ERRORS OF THEIR PEERS AND ALSO OPENLY RECEIVED THE CORRECTIONS FROM THE TEACHER.  BOTH MALE AND FEMALE STUDENTS ALSO ASKED QUESTIONS OF THE TEACHERS.

BY JORGE CHUVA 15

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STUDENT-STUDENT TALK•FEMALE STUDENTS INTERACTED MORE IN

CONVERSATION THAN MALE STUDENTS.•(PERHAPS BECAUSE FEMALE TEACHERS ENCOURAGED

MORE INTERACTION THAN MALE TEACHERS IN THE CLASSROOM)

BY JORGE CHUVA 16

Page 17: Analyzing patterns of classroom interaction

CONCLUSION• BOTH MALE AND FEMALE TEACHERS DOMINATED THE CONVERSATION IN THEIR CLASSES, BY

ASKING QUESTIONS, PRESENTING TOPICS, CORRECTING STUDENT ERRORS AND BY GIVING ORAL FEEDBACK.• IN SINGLE GENDERED CLASSROOMS GENDER PLAYED A VERY SMALL ROLE IN THE

DIFFERENCES OF INTERACTION THAT STUDENTS HAD WITH THEIR TEACHERS AND VICE VERSA• IT’S POSSIBLE THAT IN MIXED GENDERED CLASSES A GREATER DIFFERENCE MAY BE

RECOGNIZED• TO ENCOURAGE A GREATER STUDENT BASED PARTICIPATION IN CONVERSATION IT IS

NECESSARY THAT THE TEACHERS INCORPORATE EXERCISES THAT GIVE MORE POSSIBILITIES FOR THE STUDENTS TO EXPRESS AND LESS NEED FOR TEACHER DOMINATED CONVERSATION, SUCH AS BRAINSTORMING, GROUP ACTIVITIES AND PAIR WORK.

• SOURCE: HTTPS://WWW.GOOGLE.COM.EC/#Q=ANALYZING_PATTERNS+_OF_CLASSROOM_INTERACTION_IN_EFL_CLASSROOMS_IN_IRAN+20+1+PDF

BY JORGE CHUVA 17