Nature of spoken interaction between the teacher of english and the learner in class four in selected schools of Bungoma South District
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Date
2013-04-23
Authors
Sifuna, Maurice W.
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Abstract
The main purpose of this study was to analyze the nature of verbal interaction in class
four where we have transition from mother tongue as the language of instruction to
English, describe the methods that teachers of English employ to promote interaction,
describe problems that confront the teacher of English in establishing and maintaining
spoken interaction in class four and make recommendations on how to improve on the
methods used by the teacher presently. Four schools using Lubukusu as the language of
instruction in the first three years of primary were selected through purposive sampling.
Two teachers in each of the four schools were interviewed. Data were also collected
through classroom observation, tape recording and semi-structured interviews. Verbal
discourse was audio-recorded in the classroom. Audio recording was used to enable the
researcher capture the real verbal discourse that takes place in the lesson. Semi-structured
interviews were administered to the English language teachers. These interviews were
used as a check list of what was recorded in the classroom and brought out the teachers'
attitude towards pupils' verbal interaction in class. The interviews, therefore,
complimented classroom observation data. The analysis of the data collected revealed
that verbal interaction in the classroom was teacher centred such that the teacher
dominated the classroom talk with little emphasis on the pupils' response. Teachers
employed different methods to establish and maintain verbal interaction. These included
question and answer, group discussions, debates among others. The study also establishes
difficulties that confront both teachers and pupils in establishing and maintaining verbal
interaction in the classroom. Such difficulties include large class sizes, lack of facilities,
lack of motivation and support from teachers teaching other subjects and mother tongue
interference. The study recommends that teachers undergo frequent in-service training on
how to increase verbal interaction and pupil talk in class. This would lead to a change and
an improvement on teaching methodology to those that encourage pupil participation.
Description
Department of English and Linguistics, 105p. The PE 1068 .S5 2010
Keywords
English language --Study and teaching (elementary) --Kenya --Bungoma South District, English language --Kenya --Bungoma South District