Exploring Turn-Taking Strategies in Classroom Interaction of Senior High School
DOI:
https://doi.org/10.54097/mmbjb360Keywords:
Turn-taking; Classroom interaction; Discourse analysis.Abstract
In the Chinese education system, English is a core subject. Reading, writing, listening and speaking are four important parts of English capacity. Speaking is not stressed in Chinese English learning classes; instead, writing is. Furthermore, in Chinese conventional English classrooms, turn-taking is not given the credit it deserves as an excellent strategy for encouraging pupils to learn a second language. This study will concentrate on the usage of turn-taking by both teachers and students in order to examine various aspects of teaching in English classes and provide some recommendations. Data for this study are gathered using a corpus and audio recordings. Discourse volume, turn quantity, and turn-taking strategy utilization are the three areas of the statistics that are studied based on discourse analysis. Additionally, the findings demonstrate the teacher's hegemony in classroom interactions and use of a single teaching style. The findings can provide teachers and students with the deeper understanding of communication in target language and inspire teachers to take appropriate teaching method.
Downloads
References
[1] Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A Simplest Systematics for The Organization of Turn-Taking for Conversation. Language, 50(4), 696-735.
[2] Maroni, B., Gnisci, A., & Pontecorvo, C. (2008). Turn-taking in Classroom Interactions: Overlapping, Interruptions and Pauses in Primary School. European Journal of Psychology of Education, 23(1), 59-76.
[3] Ryan, J. and Forrest, L. (2019) ‘No chance to speak’: developing a pedagogical response to turn-taking problems. Innovation in Language Learning and Teaching, 15(2), 103–116.
[4] Sasabone, C. (2019). The Turn-Taking Mechanism in Classroom Interactions of Public High School 2 Ambon. Journal of Education and Learning, 13(2), 226-233.
[5] van Os, M., de Jong, N.H. & Bosker, H.R. (2020). Fluency in Dialogue: Turn-Taking Behavior Shapes Perceived Fluency in Native and Nonnative Speech. Language Learning, 70(4), 1183–1217.
[6] Sari, R., Karimah, S., & Latifah, N. (2023). Turn-Taking Strategies of Classroom Interaction Case Study. In R. N. Indah, Editor(s), AICOLLIM 2022, ASSEHR 725, 385-400.
[7] Liu, J. R. & Jiang, Y. H. (2004). An Investigation and Analysis of Classroom Discourse in Spoken English. Foreign Language Teaching and Research, 36(4), 285-291.
[8] Liu, L. (2021) An Empirical Study on Turn-Taking Behavior in Paired Discussions of Chinese English Learners in Oral Exams. Foreign Language Journal, (3), 58-64.
[9] Zheng, Y. & Luo, D. Z. (2014). An Analysis of Turn-Taking Transitions in Group Discussions in the English Classroom. Journal of the Chinese Society of Education, (12), 59-62.
[10] Ibraheem, S. J. (2017). Turn-Taking Strategies in English Language Teaching (ELT). Dirasat Tarbawiya, 10(40), 291-308.
[11] Hongli, C. (2009) A Brief Review of the Turn-Taking in College England Corner. Foreign Languages and Literature, 25(5), 161-163.
[12] Ouyang, J. Y. & Wang, Q. (2021). Review on IRF Classroom Discourse Structure. Clobal Education, 50(5), 15-28.
[13] Walsh, S. (2013) Classroom Discourse and Teacher Development. Edinburgh: Edinburgh University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Journal of Education, Humanities and Social Sciences
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
