- Title
- A study of linguistic and discourse features used by teachers and students in English as a second language classroom Interaction in Ekiti state, Nigeria
- Creator
- Deji-Afuye, Oladunni Olufunso
- Subject
- English language--Study and teaching -- Ekiti State -- Nigeria
- Subject
- English language--Study and teaching (Secondary)
- Subject
- Linguistics
- Date
- 2023-08
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10353/29673
- Identifier
- vital:78870
- Description
- This study explored the linguistic and discourse features teachers and students use in English second language classroom interaction in selected secondary schools in Ekiti state, Nigeria. The major aim of the study was to identify the common features of the linguistic choices made by teachers and students and ascertain their effects on students’ verbal participation in classroom interaction and teachers’ use of student-centred learning. The study used a mixed method research involving qualitative and quantitative approaches and followed a case study and descriptive research design. The approaches were triangulated to analyse extracts from 20 recorded classroom lessons and the information gathered through student questionnaires and teacher interviews. The findings of the study showed that the linguistic choices of teachers and students during classroom interactions significantly affected the classroom discourse structure, students’ verbal participation and teachers’ use of the student-centred learning approach. The teachers seemed concerned with accomplishing their tasks of teaching the content and, as such, engaged mostly in initiating classroom exchanges, giving feedback and keeping the interactions under control to the extent that students were mainly engaged to provide limited responses to teacher initiations. The study found that the sociocultural backgrounds of the participants greatly impacted their beliefs, linguistic choices, and classroom interactions. The findings further acknowledged that the asymmetrical interaction between teachers and their students resulted from several factors, some of which included teachers’ pedagogical philosophies, students’ perceptions, and attitudes to classroom participation, limited learning resources, and examination-based instructional tasks. The study recommended teachers’ further professional training to enhance their discourse and pedagogical practices, provision of language teaching/learning resources and conducive classroom environments, and applicable language policy and curriculum for the development of students’ communication proficiency.
- Description
- Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2025
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (xv, 338 leaves)
- Format
- Publisher
- University Of Fort Hare
- Publisher
- Faculty of Social Sciences and Humanities
- Language
- English
- Rights
- rights holder
- Rights
- All Rights Reserved
- Rights
- Open Access
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- Visitors: 5
- Downloads: 1
Collections
UFH Department of African Languages
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | DEJI-AFUYE OLADUNNI OLUFONSO THESIS.pdf | 110 MB | Adobe Acrobat PDF | View Details Download |