http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
discursive behaviour of Jordanian learners of English in constructing the identity of a group leader
This study scrutinised the discursive behaviour of Jordanian learners of English by tracking their orientation to specific roles assigned by the teacher, i.e. the group leader and the group members, and its effects on language learning. English is often taught through small group task interactions to optimise student involvement. However, the group works are not always successful, as not all students have good interactional competence. Most research in leamer-learner interaction focuses on dyadic communication or the relationships between task types and interactional patterns, and not much work has described in detail how students lead and participate in small group discussions to accomplish a task, especially in the Jordanian context. Drawing on the Conversation Analysis perspective of identity and Classroom Interactional Competence this study highlighted foreign language learners' discursive behaviour in small group task interactions. This study applied the Conversation Analysis method in the examination of audio-and video recordings of leamer-learner group interactions in Mutah University in Jordan. The group interactions took place in two speaking classrooms: Classroom B 1, which consists of 12 English major undergraduates and Classroom B2, which consists of 12 graduates from different majors, such as Business Administration and International Relations. Learners in Classroom B 1 learn to speak to fulfil part of their Bachelor's degree requirement whilst learners in Classroom B2 are being prepared for the TOEFL examination. The same teacher, Teacher A, teaches both classrooms Bland B2. Throughout th data generation period, which took place from February to April 2019, a total of three speaking classroom activities were recorded in each class and field notes were taken. Th findings reveal that the assigned group leaders took on a teacher's role by performing several pedagogical practices. They allocated turns, gave instructions, repair and initiated repairs, provided scaffold feedback, and explained word meanings. Other group members responded to nominations, made contributions, requested clarification, and sought language assistance. Through this co-orientation to 'doing being a group leader', the foreign language learners demonstrated classroom interactional competent in group discussions led by a peer participant. The findings of this study have implications for language learning through group task interactions. It argues that the Self-Evaluation of Student Talk must be constructed to enable a holistic understanding of foreign language classroom interaction and to facilitate student self-reflective practices.
1. Introduction -- 2. Literature review -- 3. Methodology -- 4. Data analysis -- 5. Discussion -- 6. Conclusion
Thesis (Doctor of Philosophy ) - Universiti Sultan Zainal Abidin, 2020
Includes bibliographical references (leaves 196)