Meaning géneration through teacher/student interaction.
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Date
2023
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University MouloudMammeri , TiziOuzou
Abstract
The foreign language class is a complex learning environment, where language is used as the means and purpose of instruction.This complexity can be confusing both for teachers and EFL students, and calls for further research on effective teaching strategies likely to cater for the eventual learning difficulties that arise in class. As a result, the responsibility is put on teachers to design interaction strategies flexible enough to be incorporated in the middle of a conversation, and reliable enough to be adapted as learning frameworks. Exploring therole of classroom interaction in meaningful EFL learning relies on identification and analysis of the role of Teacher-Student Interaction' (T/S interaction) in the process of meaning-making in the EFL class. A mixed case study research is undertaken in three different secondary schools. Classroom observations and unstructured interviews are used in five EFL teachers' classes. Ten one hour long lessons were recorded, transcribed and analysed quantitatively and qualitatively for the sake of this study. The aim of this research is threefold. A- To explore the patterns and roles of T/S interaction in inductive teaching. B- To determine how T/S interaction strategies impact the students' meaning-making processes within inductive teaching. C- To analyse the semiosis of vocabulary learning in EFL classes. The results show a higher rate of T/S interactions within three plenary lesson phases which prioritise inquiry. That indicates that T/S interactions are conducted strategically to guide learners' inquiry processes toward solving their learning difficulties. The lesson scripts were analysed pragmatically using an interaction analysis model that takes into account the problem-solving aspect of T/S interaction. Particular attention is given to the thinking processes and the lesson procedures involved in meanings generation, as a semiotic model is applied to the vocabulary lessons to analyse the learning progression of learners. The resulting model helps schematise how learners' inference is guided toward a systematic interpretation of classroom verbal and visual signs.
Description
325 f. : ill. ; 30 cm. + CD Rom
Keywords
Student interaction, Meaningful learning, Meaning : génération
Citation
Language Sciences and English Literature