dc.contributor.author |
Ncube, Christopher |
|
dc.date.accessioned |
2016-09-21T08:59:39Z |
|
dc.date.available |
2016-09-21T08:59:39Z |
|
dc.date.issued |
2015 |
|
dc.identifier.uri |
http://hdl.handle.net/20.500.11837/557 |
|
dc.description.abstract |
This study investigated the classroom interaction types used by teachers in their ESL classrooms in five selected schools in the Libode District of Education. The study was premised on the constructivist principles propounded by Jean Piaget and Jerome Bruner. The constructivist theory upholds that learners should be responsible for their own learning by being actively involved in their own learning, and the teacher’s role is that of being a facilitator.
The study employed a qualitative approach where ten teachers were interviewed. The researcher also made classroom observations in order to establish the interaction types used by the teachers furthermore, the researcher analysed the lesson plan of each teacher to find out how teachers prepared for classroom interaction. The results showed that the teachers were using both the traditional and the modern classroom interaction types when teaching ESL. Another aspect that the results revealed was that the teachers were the only ones who posed questions to the learners. The study established that the classrooms were made of big numbers rendering ineffective interaction between the teachers and the learners. Furthermore, the study revealed that teachers were not reflecting on their practices in order to improve their interaction skills.
The researcher recommended that the teachers should espouse the constructivist approach in their classes so as to allow the learners to explore knowledge and discover content with the teachers’ guidance. The researcher also recommended that more classes should be built by the Department of Education so as to ease congestion in the classroom. The involvement of learners in the classroom was deemed necessary and the study recommended that the teachers should encourage the learners to ask and answer questions during classroom interaction. |
en_ZA |
dc.language.iso |
en |
en_ZA |
dc.publisher |
University of Fort Hare |
en_ZA |
dc.subject |
English language -- Study and teaching -- Foreign speakers
Interaction analysis in education
Classroom management |
en_ZA |
dc.title |
A study of classroom interaction in an English second language class in five selected schools in the Libode education district: South Africa. |
en_ZA |
dc.type |
Thesis |
en_ZA |