Language and Communication in the Classroom

isara solutions, 2023

Classroom communication is very important in teaching-learning as it is the chief means by which the teacher and the students work together. Effective teaching and communication are synonymous, for, good teachers are clear communicators and good communicators are effective teachers. Our society today has a vast array of modern media of communication. These modern media are among the tools, the education profession uses to mould and shape human minds. Good teaching, in fact is intercommunication. There must be reaction and interaction with constant feedback.

International Journal of Communication Research, 2013

Starting from the definition of communication, its components, objectives and taxonomy, we will try to point out some of the most important characteristics of this process of delivering information and feelings that should be taken into account in a classroom environment. We will also discuss some of the problems that might appear in transmitting the message to students and their possible solutions. Thus, in our endeavour we will focus on the teachers and how they can use those communication principles in day-today activities, as well as in the related tasks that concern class management.

Minerva Publications eBooks, 1991

Edwards and Westgate note that professional interest in classroom language has grown with the recognition of its centrality in the process of learning, and its value as evidence of how relationships and meanings are organized.' Supported by studies like those of Barnes et al., more attention is being paid to the communicative demands made on children in classrooms, and to the rather limited range of skills they are typically called upon to display: There is increased interest in how much those demands vary across age groups and across subjects of the curriculum. Regrettably misconceptions and views based on stereotypes persist in some school staffrooms-for example, that 'the only good classroom is a silent one', or 'When they (particular categories of students) come to us, they just don't have any language'. There are obvious attractions in recording classroom talk. Listening to it and transcribing it could reveal characteristics of teacher-pupil encounters unnoticed in the hectic pace of classroom life. It is evidence of a kind which teachers can collect for themselves and so contribute to research rather than wait for the

2015

English occupies a place of prestige in our country even after more than six decades of the departure of the British from India. No indigenous language however has come up to replace English, either as a medium of communication or as an official language. With the Independence, in spite of many a movement against the teaching of English in India under the influence of nationalistic feelings and emotional hostility English began to reassert its position and now we find that it has firmly established itself in the soil of India. Though still there are only a few who can understand and speak good English yet gradually the number is increasing. The present paper discusses the problems faced in English language teaching in different classroom situations, consequences and valuable suggestions. Communication is the exchange of thoughts, messages, and information as by speech, visuals, signals, writing or behavior. But as far as communication with respect to English Language Teaching is con...

English Education Journal

Recently, the need to communicate has been a major concern by many experts. Learners tend to do better in written test than spoken one. It raises the awareness that students deem speaking as the most difficult task to do in learning a language. It may lead to the vast assumption that communicating in L2 is impossible to do. However, experts find that Communication Strategies (CSs) may become the solution. To fill in the gaps in using a language, learners may use CSs. This study aimed to see the most frequently used CSs by young learners. There were 16 Primary School Students who were divided into two categories based on their proficiency levels: High Proficient (HP) and Low Proficient (LP) Students. The data were gathered from the observation of the usage of CSs in real classroom settings and the result of the interview. The result revealed that HP Students tended to use more CSs than LP Students. Then, the students tended to use more Direct Strategies rather than Indirect and Inter...

1975

1969

The first part of this study explored the form of verbal exchanges in the classroom, the effects of various conditions upon the exchanges between child and adult, and the child's competence in producing quebtions and narratives. Research was carried out in two first-grade classrooms located in a predominately Hawaiian working-class suburb of Honolulu, Children were found to be more likely to volunteer narratives in recorded conversations with a familiar adult when they were not answering questions. Since individually directed questions were generally interpreted as negative attention, the typical forms of classroom communication apparently are not the most productive ones. The second part of the study, using the same subjects, evaluated whether the use of nonstandard speech by first-grade children interfered with their learning to read. Evidence implied that improvement in reading sentences written by the child correlated with an index of the use of standard speech and that the use of nonstandard verbs correlated negatively with the correct identification of pictures used in "reading readiness" tests.

2007

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 commu...

Linguistic, English Education and Art (LEEA) Journal

This thesis was aimed to find teacher communication strategies during classroom interaction. This research was conducted in SMP SWASTA Brigjend Katamso 1 Medan. The subject of this research was the English Teacher. We used a qualitative approach, more specifically classroom discourse analysis, in analyzing this study since the source of the data were communication strategies which are used by an English teacher in communicating with her students during an English teaching-learning activity. We took the data by recording 90 minutes of English Lessons. We used Faerch and Kasper as a framework for this data analysis, for the reason of its specification and newness. The result showed that the five strategies used were repetition. From those strategies, code-switching was the strategy that was most frequently used by the teacher during the process of teaching and learning. The teacher`s reasons for applying those communication strategies were to overcome the communication barriers that o...

2023

This research aimed to describe the dynamics of classroom interaction and examine the factors influencing it. The researcher utilized qualitative methods, including classroom observation, semi-structured interviews, and questionnaires. The findings revealed that the teacher predominantly led and controlled the interaction. Good interaction only occurs at the beginning of the lesson, so for the most part, the teacher initiates and the students only responded to the teacher by giving answers in the form of phrases or words. For interaction between students they are interacted with their friends most of the time. But, mostly, it was not related to the English topic discussed. The researcher also found several factors affecting classroom interaction, such as students' lack of motivation, hesitancy to speak and engage in class discussions due to limited vocabulary, embarrassment, and fear of making mistakes.