LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 22:5 May 2022
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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An Evaluation of Teacher and Students’ Talk to Develop Classroom Interactional Competence in English at Wenxing Middle School, Tengchong, Yunnan, China

Jing Duan

Abstract

This study aimed to identify the teacher and students’ classroom interactional competence (CIC) in English at Wenxing Middle School, Tengchong, Yunnan Province, China. There were 40 Senior 1 students and 1 English teacher who participated in this study and the researcher used qualitative research to collect the data. The research instrument used was observation using Walsh (2006) adapted SETT checklists for students and the teacher classroom interaction. It was found that students used seeking clarification, extended learner turn, and display question to develop their classroom interactional competence and the teacher who taught Senior 1 students at Wenxing Middle School used content feedback, scaffolding, direct repair, extended wait-time, teacher echo, teacher interruptions, and extended teacher turn to help students develop their classroom interactional competence. Pedagogically, this research shows that if teachers want their students to develop their communicative competence, they (teachers) need to provide students with a learning space for learning to participate in the classroom and contribute to the class discussions that would likely prevent them from being silent.

Keywords: Classroom Interactional Competence (CIC), Teacher and Students’ Talk, English Learning.

1. Introduction

The influence of globalization all over the world has impacted how communication is viewed not only in educational settings but also in society at large. With the increasing popularity of English as a global language (Cheng, 2012), there is a greater emphasis on the ability to communicate in English among students, especially in the context of China. English as a medium of instruction becomes the focus. Normally, American English is taught in the schools. Furthermore, there is a shift towards the practicality of language in which English is used for communication purposes and encourages learners to actively use the language in interactional contexts rather than studying it merely as an academic subject. In this manner, teaching methods need to be modified into a more engaged and participative approach.

A country that uses English as a foreign language has shaped a culture of learning where teachers have absolute authority in the classroom. Thus, students have very high regard for teachers in terms of knowledge, and challenging teachers often in their ability to teach is not encouraged. Also, as the Chinese language is a non-Roman alphabet, rote learning is used from the early years of learning where memorization is almost the foundation of all learning. Therefore, although the approach of teaching has changed, memorization exists to this day. It is understandable as China has a strong centralized educational system where students’ ability is measured by the result of the examination they take. Because of this culture, Chinese students remain quiet and do not consider asking questions (Cheng, 2000).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Jing Duan
Assumption University, Thailand
707360661@qq.com
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