Mediating Concept Formation in Classroom Interaction: A Case Analysis of L2 Spanish Concept-Based Pragmatics Instruction

Although many issues about the use of transcripts for studying classroom interactions have been addressed in other studies, little attention has been given to the use of transcripts to study student teachers’ classroom interactions. To achieve a deeper understanding of student teachers’ perspectives and permit the formulation of a more appropriate framework, it is crucial to hear from student teachers and investigate their experiences about the use of transcripts. Therefore, in the study reported on here we used 7 focus-group interviews of approximately 6 Saudi EFL (English as a foreign language) student teachers in each group to investigate their perceptions on the use of transcripts for studying their classroom interactions. The data were thematically analysed. Three themes that represented the participants’ experiences of using transcripts to study their classroom interactions emerged: using the transcript analysis, learning from the transcript analysis, and committing to using the transcript analysis. The findings reveal that most participants felt they had autonomy in using transcripts to study their classroom interactions, but experienced some challenges. Most students were determined to change their classroom interaction based on their analyses of classroom interactions but only a few demonstrated the determination to continue using the transcript analysis approach.

The purpose of this research was to know what teacher talk constitute in classroom interaction, what learner talk constitute in classroom interaction and what percentages of the teacher and learner talk in classroom interaction. The methodology of research used in this research is interaction analysis. An English teacher and whole learners of VII A grade class at SMP N 2 Sindang were chosen as the sample in this research. The class is in the second semester in academic year 2009-2010. In this research the writer applied interview questions for teacher and learners and FIAC (Flanders Interaction Analysis Category). The result of this research showed that teacher more active than learner in the interaction. The teacher generally did most of talking during the lesson. In the available data showed that the teacher used more in indirect influence of FIAC category, they are; accepting feeling, encouragement, accepting or using idea of the learner, and asking question) rather than direct influence (lecturing, giving direction, and criticizing). It is about 49.6% / 16.4 %. Thus the total of teacher talk is 56.4% of the class time. Meanwhile the learners did more response rather than initiation with percentage 30.4% / 12.4% from the total learner talk is 42.8%

The aims of this research are fi rstly, to describe the interactionused by the teacher and studentsconducted in the classroomof theeighth grade of SMP Negeri 18 Purworejo in the Academic Year2012/2013; secondly, to know what type of interaction characteris-tics of the teacher-student talk in the classroom interaction; thirdly,to identify languages used in the classroom interaction used duringteaching-learning process.This thesis is a descriptive qualitative study on teacher and stu-dent talk in the classroom interaction, particularly on the partici-pants’ interaction in SMP N 18 Purworejo. The data of this studyare the interaction between the teacher and the students in the class-room. In order to analyze the data, some steps are conducted. Thedata was taken by recording the classroom interaction. The subjectin this research wasthe grade VIIIG of SMP Negeri 18 Purworejo,there were 40 students and one English teacher. The researcher usedobservation and recording for collecting the data. Flanders’ Interac-tion Analysis was used to identify and analyze teacher-student talkin the classroom interaction.The result of this study shows that the teacher was more ac-tive in the interaction. Meanwhile, the student was less active than the teacher. Based on the fi nding, the researcher concludes that theteacher was dominant in the classroom interaction. The percentageof the teacher talk was 78.15%,whereas the students’ participationwas 21.16%.the studentsnot balance between Indonesianand English. Indonesian is 62% while English is only 38%. Itshows that teacher used more Indonesian than English when sheexplains the material. The interaction was in three ways communi-cation: interaction between teacher-students, students-teacher, andstudents-students.

This research attempts to investigate the teacher talk types employed in classroom interaction using Flander Interaction Analysis Categories System (FIACS) framework. This research was qualitative research with a descriptive method. The research participants were an English teacher and eleventh-grader students of SMAN 1 Gunungsari. The data collection method is audio recording and observation. The data were collected through two class meetings. To analyze the data, the researchers used interaction analysis systems adapted from Flanders (1970). The study’s findings showed that the seven types of teacher talk were found in classroom interaction with varied percentages of certain occurrences. Of the seven types, lecturing and giving directions were mostly applied by the teacher, which indicated that the teacher’s domination in classroom interaction was high. The teacher offered the students more information and knowledge as well as gave them directions, commands, or orders in the learning process. It also showed that the percentage of direct talk was higher than indirect talk. It is expected that the teachers would use this study as a reference to think about the types of teacher talk they should use to raise their students' engagement in classroom interaction.

<p>This study sheds lights on whether the use of Initiation, Response and Feedback (IRF) in teaching facilitates learner-initiated communication and gives learning opportunity for learners to engage in classroom interaction. This study applies the IRF framework proposed by Sinclair and Coulthard (1975), Initiation from (Mackey (2012) and teacher talk by CUllen (1988). The method applied for this study is qualitative method by classroom observation as the technique for data collection. The video records the classroom observation. The data are taken from classroom interaction of conversation class. The result of this study is the IRF pattern which mostly occurs in classroom interaction can be used to analyze classroom interaction. Additionally, the teaching using IRF pattern can facilitate learner-initiated communication and give learning opportunities for leaners to engage more in classroom interaction.</p><p>Key words: IRF Pattern, learner-initiated communication, classroom interaction</p><p> </p>

This paper analyses the condition of teaching and learning Chinese in Bangladeshi university classroom. Analysis of classroom conversation and interactions between teacher and student has been done to demonstrate the nature of interactions. The different subjects of interactive discussion were coded in order to determine how the approach of teaching impacted upon discourse. For this analysis, author used both qualitative and quantitative model to analyze the data and tried to figure out the nature of classroom interaction and compare between native and nonnative teacher’s classroom interaction. From this research, we have found that the nature and amount of classroom interaction between native and non-native teachers with their students is not the same. Our result will help the organization to make a decision whether a native or a non-native teacher will be more appropriate for Chinese language teaching in Bangladesh.

This research dealt with classroom interaction between teacher and students of music in English classroom. This research was conducted to determine the most dominant of interaction in the classroom and the occurrences of classroom interaction between teacher and students of music in English classroom through face-to-face learning system at SMKN 11 Medan. This research used qualitative research. The data were verbal interaction in the form of spoken texts of teacher and students of music during teaching and learning English and were then analyzed by applying the Flanders interaction analysis categories system (FIACS) as interaction model proposed by Flanders (1970). They were collected through observation and audio recording for two class meetings. The results showed that the verbal interaction was most dominantly by teacher talk (64%). In the part of teacher talk, the ratio of indirect teacher talk had the highest percentage (39%) than the ratio of direct teacher talk (29%). Particularly on the category 4 asking question of indirect teacher talk. It was indicated that teacher intentionally asked questions related to the topic material to the students. Meanwhile, the result of the interactions in English classroom was mostly happened by content cross (35%) which consists of category 4 asking questions and 5 lecturing. It showed that teacher mostly provided the students with the questions on the sidelines of lectures during learning process.

CET (College English Teaching) is a compulsory course for non-English majors in China. It has recently become a focus in higher education in China and abroad. Most research concentrates on ESL (English as Second Language) classroom interaction strategies, factors affecting classroom interaction and forms of classroom interaction. For decades, students who have been spending years studying English in China continue to have very limited communication ability due to antiquated teaching strategies of drills and memorization. Little research considers fundamental problems of CET and learning in China, let alone how to guide a Chinese college English teacher to consciously strengthen effective classroom interaction. Thus, this paper reviews China’s current college English classroom teaching situation that has been influenced by the confluence of China’s political history, past English education, and English teaching approaches in China. There are fundamental connections between CET approaches and Chinese college students’ learning efficiency. This paper proposes a new CET teacher-training program that is designed to CHASE (cultivate, help, activate, supply, and establish) protocol for CET in China. This program attempts to change the drill and memorization teaching common in China today and encourage teachers to become more effective by creating a more accessible interactive classroom that results in more fluency for students learning English in China.

In this case study, we examine a teacher’s journey, including reflections on teaching science, everyday classroom interaction, and their intertwined relationship. The teacher’s reflections include an awareness of being “a White middle-class born and raised teacher teaching other peoples’ children.” This awareness was enacted in the science classroom and emerges through approaches to inquiry. Our interest in Ms. Cook’s journey grew out of discussions, including both informal and semi-structured interviews, in two research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction during science lessons and discovered connections between Ms. Cook’s reflections and classroom interaction. In this article, we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her “hegemonic (cultural and socio–economic) practices” and consider how these reflections help her reconsider such practices through analysis of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.

This paper examined Classroom Interaction using Flanders’ Interaction Analysis Categories System at Federal College of Education (Technical), Omoku, Rivers State. The purpose was to find out the percentage of the teachers’ and students’ talking time during classroom interaction and teacher-students characteristics during classroom interaction in Business Studies class at the College Demonstration Secondary School. The research adopted a descriptive qualitative research design. The study comprised of four teachers and 32 students of boys and girls which were purposively sampled. The observational and video recording techniques were deployed as instruments for data collection. The result found that teacher talk ratio was high, at 83.43%. Indirect teacher talk ratio was 53.37%. Moreover, direct teacher talk ratio was 31.06% while students talk ratio was 12.71% and silence or pause or confusion rate was 3.86%. The results further revealed that indirect talk was dominant than direct talk in the classroom conversation which indicated that most of the teaching-learning time was devoted to questions, lecturing and praises. The result of this research enhanced the knowledge of the teachers and Business Studies learners in the classroom. The implication was that both the teachers and students should have the willingness to participate in the classroom interaction for meaningful learning to take place. Based on the findings, it was recommended among others that Flanders Interaction Analysis Categories System should be implemented during teachers education program to be reinforced at all levels in all the classes for enhanced performance.

This study is analysis of classroom interaction between English and Mathematics subject which conducted by teachers and students through communication in classroom interaction. The aims of this study were: (a) To identify the kinds of Initiation-Response-Feedback (IRF) pattern are used by the teacher and students in classroom interaction based on Sinclair and Coulthard Model (1975), and (b) To find out why the Initiation-Response-Feedback (IRF) pattern is dominant in classroom interaction through different subject. The design of the research used qualitative research. To answer the problem of study, the data collected through the following instrument: observation, recording and interviewing which were analyzed by using Sinclair and Coulthard model and a concept of teaching. The results of this research were the following, (a) it was found that in English and Mathematics classroom discourse, as the IR (Initiation-Response) was used more often by teachers and I (Initiation) was used by students in English classroom then IF (Initiation-Feedback) was used by students in Mathematics classroom, (b) the reason why the IRF pattern dominantly appeared based on teacher’s performance which dominantly initiated questions and information was affected by the presage category and context category then the students’ performance which dominantly responded the teachers’ questions and information was affected by the students’ thought processes category.Key words: Classroom interaction, classroom discourse, Sinclair and Coulthard Model, IRF Pattern.

The objective of this research is to describe the kinds of classroom interaction take place between teacher and student and describes what is the most dominant talk take place in classroom interaction based on the Flanders Class Interaction Analysis Category System (FIACS).This research used descriptive qualitative research. The data of this study are the interaction between teacher and students in the classroom. The data were taken by recording the classroom interaction. The subject of this research was 17 students and one English Teacher. The researcher used observation for techniques of collecting data. Flanders Interaction Analysis used to identify and analyze teacher and students interaction in classroom.Based on the result of this study, it could be concluded there are 10 categories of interaction, 7 categories of teacher talk, such as accepts feelings, praises or encourage, accepts or uses students ideas, asking question, lecturing, giving directions, criticizing or justifying authority; 2 categories of students talk namely students talk response and students talk initiation and 1 category of silence. The researcher concludes that the teacher was dominant in the classroom. It proved by the percentage of teacher talk was 58.70% than students talk was 30.34%, and the kinds of classroom interaction, the students participation was 30.34% has higher percentage than others and silence was 10.94%.

In teaching and learning process there is an interaction between teacher and students known as classroom interaction. Classroom interaction can be broken down into two: teacher’s talk and student’s talk. However, in many classes it is common that teacher’s talk is more dominant than students’ talk. Deploying descriptive qualitative study, this paper aimed to find out types of pre-service teacher’s talk in vocational high school classroom interactions, and to find out the type that most frequently used in that classroom interaction. The data were obtained from transcripts of the teaching video from three English pre-service teachers. The data were then analyzed and categorized by using framework of teachers’ talk proposed by Flanders (1970) namely Flanders Interaction Analysis Categories (FIAC). The result of this study shows that all categories of teachers’ talk occurred in the pre-service teacher classroom interaction with varied percentage of occurrence, such as Asks Question 53%, Accepts Feeling 3%, Praises or Encourages 7%, Accepts or Uses Ideas of Student 6%, Lecturers 9%, Gives Direction 18%, and Criticizes or Justifies Authority 4%. From the data, it can be seen that Asking Question is the category occurred the most in the classrooms which shows the pre-service teachers’ preference on using questions in their classroom interaction. Keywords: English class, classroom interaction, pre-service teacher, teacher’s talk, Flanders Interaction Analysis Categories (FIAC)

Classroom interactions are typical class situations where verbal contact is dominant, which means that the teacher has a significant impact on the students speaking ability. Classroom interaction and speaking ability have related to created interaction on teaching classroom process. This study purpose at analyzing the realization of classroom interaction especially teacher talk and students talk occurred during teaching speaking class. The data were taken from SMA Negeri 3 Seluma in the form of observation, interview, and documentation. The data then were analyzed by the framework adapted from Flanders Interaction Analysis Categories (FIAC). The findings showed that the classroom interaction most dominant is the teacher while students during speaking class. It also described those teacher roles during classroom interaction as director, manager, and facilitator. The study recommends the teacher support students to actively speak when learning the classroom process. Finally, this study suggests a further study to find various frameworks in analyzing classroom interaction discourse which covers different abilities.

The purpose of this study is to find out the dominant category used by the teacher and the student during classroom interaction and to investigate which task that require the student to talk more. The study used a qualitative approach which included a case study. Naturalistic observation and encoding matrix were used to obtain the data. The data were examined using the FIACS (Flanders Interaction Analysis Category System) approach proposed by Flanders (1970) frameworks for forms of classroom interaction. The data demonstrated that both the teacher and the students used all of the FIACS system of interaction categories. The result of this study revealed that the dominant category applied by the teacher was Ask Question with the percentage 18.03% in the first meeting and 20.15% in the second meeting. In the other hand the dominant category used by students in the first and second meeting was Students-Talk Initiation with the percentage 38.52% and 49.71%. In addition, the classroom interaction is dominantly made by the students in the second meeting supported by discussion task. The percentage of Students Talk in the second meeting was 59.68%. Keyword: classroom interaction, FIACS (Flanders Interaction Analysis Category System), speaking class