Communication strategies in teacher talk :a case study in Malaysian ESL classroom
Communication strategies (CS) are used by language speakers to help them to get their meaning across. For learners, CS served as tool to compensate for their target language deficiency. How ever, little is known on the use of CS among teachers in their teaching. This study th...
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Universiti Malaysia Sarawak, UNIMAS
2007
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my.unimas.ir.67222023-02-08T08:42:21Z http://ir.unimas.my/id/eprint/6722/ Communication strategies in teacher talk :a case study in Malaysian ESL classroom Ch'ng, Looi Chin H Social Sciences (General) L Education (General) Communication strategies (CS) are used by language speakers to help them to get their meaning across. For learners, CS served as tool to compensate for their target language deficiency. How ever, little is known on the use of CS among teachers in their teaching. This study thus examined to what extent the proficiency level of learners influenced the use of communication strategies by the teachers in their teacher talk in order to deliver thei r lessons effectively. The study involved three ESL teachers. Data were obtained from audio observation of classes of different proficiency levels at a school in Samarahan Division, Sarawak. The verbal data were analysed based on the theoretical framework of Faerch and Kasper (1984), Tarone (1978) and Clennell (1995) on the use of CS by teachers. The types of teacher talk were analysed based on Flander’s Interaction Analysis Category (Flander, 1970 ) . The findings showed that proficiency level of the student s influenced teachers’ use of communication strategies in different types of teacher talk to compensate for students’ language deficiency. In general, CS were regularly used by teachers in both classes of high and low proficiency level when giving lecture and asking students questions in order to enhance message and make message salien t to the students. The common CS used include tonicity, lexical repetition and language switch . Nevertheless, it was also noted these CS were more frequently used by teachers in low prof iciency classes especially during prompting, giving directions and accepting students’ ideas . This could probably due to greater language deficiency faced by this group of students. On the whole, the study found out that ESL classroom interactio ns in this school were mainly one - way communication where the teachers made the most talking by us ing Clennell’s (1995) discourse - based CS (tonicity, lexical repetition and topic fronting) to maintain their teacher talk in both high and low proficiency cla sses. Universiti Malaysia Sarawak, UNIMAS 2007 Final Year Project Report NonPeerReviewed text en http://ir.unimas.my/id/eprint/6722/7/COMMUNICATION%20STRATEGIES%20IN%20TEACHER%20TALK%2C%20A%20CASE%20STUDY%20IN%20MALAYSIAN%20ESL%20CLASSROOMS.pdf Ch'ng, Looi Chin (2007) Communication strategies in teacher talk :a case study in Malaysian ESL classroom. [Final Year Project Report] (Unpublished) |
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H Social Sciences (General) L Education (General) Ch'ng, Looi Chin Communication strategies in teacher talk :a case study in Malaysian ESL classroom |
description |
Communication strategies (CS) are used by language speakers
to help them to
get their meaning across. For learners, CS served as tool to compensate for their
target
language deficiency. How
ever, little is known on the use of CS among teachers
in their teaching.
This study
thus
examined to what extent the proficiency level of
learners influenced the use of communication strategies by the teachers in their
teacher talk in order to deliver thei
r lessons effectively. The study
involved
three ESL
teachers.
Data were obtained from audio observation of classes of different
proficiency levels at a school in Samarahan Division, Sarawak.
The
verbal data were
analysed based on the theoretical framework
of Faerch and Kasper (1984), Tarone
(1978) and Clennell (1995) on the use of CS by teachers. The types of teacher talk
were analysed based on Flander’s Interaction Analysis Category
(Flander, 1970
)
.
The
findings showed that proficiency level of the student
s
influenced
teachers’
use of
communication strategies in different types of teacher talk to compensate
for
students’ language deficiency.
In general,
CS were
regularly
used by teachers
in both
classes of high and low proficiency level
when giving lecture
and asking students
questions in order to enhance message and make message
salien
t to the students. The
common
CS
used
include
tonicity, lexical repetition and language switch
.
Nevertheless, it was also noted these CS were more frequently
used
by teachers
in
low prof
iciency classes
especially during prompting, giving directions and accepting
students’ ideas
.
This could probably due to greater language deficiency faced by this
group of students.
On the
whole, the study found out that ESL classroom interactio
ns
in this school were mainly one
-
way communication where the teachers made the
most talking by us
ing Clennell’s (1995) discourse
-
based CS
(tonicity, lexical
repetition and topic fronting)
to maintain their teacher talk in both high and low
proficiency cla
sses. |
format |
Final Year Project Report |
author |
Ch'ng, Looi Chin |
author_facet |
Ch'ng, Looi Chin |
author_sort |
Ch'ng, Looi Chin |
title |
Communication strategies in teacher talk :a case study in Malaysian ESL classroom |
title_short |
Communication strategies in teacher talk :a case study in Malaysian ESL classroom |
title_full |
Communication strategies in teacher talk :a case study in Malaysian ESL classroom |
title_fullStr |
Communication strategies in teacher talk :a case study in Malaysian ESL classroom |
title_full_unstemmed |
Communication strategies in teacher talk :a case study in Malaysian ESL classroom |
title_sort |
communication strategies in teacher talk :a case study in malaysian esl classroom |
publisher |
Universiti Malaysia Sarawak, UNIMAS |
publishDate |
2007 |
url |
http://ir.unimas.my/id/eprint/6722/7/COMMUNICATION%20STRATEGIES%20IN%20TEACHER%20TALK%2C%20A%20CASE%20STUDY%20IN%20MALAYSIAN%20ESL%20CLASSROOMS.pdf http://ir.unimas.my/id/eprint/6722/ |
_version_ |
1758582474830512128 |
score |
13.160551 |