Analysis of differences between dominance of Teacher talk and Student talk: A case study of Primary School, junior Secondary and Senior Secondary in Nigeria. Aisha Mustapha Muhammad Lovely Professional University Punjab, India M A English 24 th October , 2017 2 Abstract The research studies the amount of teacher and student in the primary and secondary school in Nigerian school. So many researches have shown that teacher dominate
Faculty of Literature and Humanities Department of English Language and Literature Master’s Thesis Developing a Critical Classroom Discourse Analysis (CCDA) Framework for Interaction Analysis in an Iranian EFL Context By: Amin Davoodi Supervisor: Mostafa Hasrati, PhD Advisor: Nouroddin Yousofi, PhD February, 2015 Acknowledgment I would like to express my special appreciation and thanks to all those who contributed to this thesis. First of all, I would like to express my immense gratitude
keeping involves a collaboration by a group of teachers in writing journals (Richards, 1995; Xu, 2009). Collaborative diary keeping has been found to be instrumental in developing a critical reflection on teaching (Xu, 2009). Studies conducted on collaborative diary keeping have associated the same practice with several benefits to self-development among second language teachers (Orem, 2001; Richards, 1995; Xu, 2009). Firstly, the awareness of classroom process and a deep consideration of the same
The study will involve graduate chemistry teachers who practice teaching and chemistry students at ordinary secondary schools in Zanzibar. Chemistry graduate teachers are core participants of this study to be investigated in classroom and laboratory practices. These teachers are expected to have greater influence on enhancing acquisition of chemistry practical skill at schools. They are expert and responsible for implementing chemistry syllabus in classroom level which has direct contact with the
and Teacher Revoicing The significance of examining discourse has been acknowledged for a long time (Mehan, 1979). Classroom discourse portrays the spoken social interactions between teachers and students (Harkness & Wachenheim, 2008). It is believed that discourse in the classroom is essential instrument for student cognitive development (McKeachie, 1994) and the quality of classroom discourse might set an appropriate ambiance for learning and transmitting teachers’ expectations for their students’
the importance of questioning as one of the most important strategies to be implemented by teachers during teaching and learning. Posing questions has the intention of getting feedback and assurance that the students are digesting the knowledge shared during the lesson. It can also be a clear indication whether the lesson has successfully fulfilled its objectives. Many research have emphasized that teachers are expected to successfully implement effective questioning strategies especially in the English
process, a camcorder was set up at the back of the classroom. It was done in order not to interfere with the students’ concentration during the lesson. There was also a concern regarding the possibility of unnatural behaviour which might occur if the camera was set up in front of the class. Therefore, the camera was mainly directed at the teacher. With such a position of the camera, however, the researcher could only have a partial view of the classroom. As a consequence, it was very difficult to identify
highly centralized. The examined case refers to the needs analysis of the 6th Grade students who study English. The research is going to take place among a sample of two classes in a primary school found in
from the searching of internet. Summary of article In this study, the author, Sherretz employ a qualitative case study by using the methods of observations, interviews, and analyzing classroom artifacts to answer her research questions. It is an explanatory case study investigating the teaching practices of mindful teachers. Sherretz (2011, p.79) initiates the intention of her study by drawing the argument “public schools promote mindless standardization that stifles creativity, curiosity, and enthusiasm
being an effective teacher. All assessments serve some type of purpose, whether it is diagnosing a disability, determining achievement goals, or collecting data for improvements. There is much emphasis placed on standardized testing, or summative assessments, which provides schools and teachers performance information. This type of information is incomplete for classroom teachers though to effectively assess teaching practices. To attain this type of information, classroom teachers need the type of