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The Most Effective Best Practices for English Language Teaching (ELT) Classroom Interactions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Most Effective Best Practices for English Language Teaching (ELT) Classroom Interactions./
作者:	Yanez Gonzalez, Sonia.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	41 p.
附註:	Source: Masters Abstracts International, Volume: 79-09.
Contained By:	Masters Abstracts International79-09.
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10743351
ISBN:	9780355650280

The Most Effective Best Practices for English Language Teaching (ELT) Classroom Interactions.
Yanez Gonzalez, Sonia.

The Most Effective Best Practices for English Language Teaching (ELT) Classroom Interactions. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 41 p.

Source: Masters Abstracts International, Volume: 79-09.

Thesis (M.A.)--University of South Dakota, 2017.

This item must not be sold to any third party vendors.

The purpose of this study was to synthesis the results of a thirty-eight studies (2011-2017) that analyzed classroom interactions, and then, to explore which interactions are the most used ones. The second purpose was to examine teacher's role in relation with effective classroom interaction. The results of this meta-analysis indicate that different classroom interactions help students developing their language skills. However, the main used strategy in classroom interactions according to the results indicate that talk and mediation (N = 10, 26%) are the most used techniques in classroom interactions to help students in the process of meaning making and language skills development. Boyd (2012) states that constructivist teaching and social theory emphasize the role of talk as a marker of learning and as a mediator. Moreover, the results point out that the function of the teacher is first of all to act as a mediator (N = 20, 52%). For instance, teachers should talk to students by assisting and guiding them through instruction-giving and learning process. In sociocultural theory, Vygotsky (1978; 1986) points out how social factors influence development, how social interactions affect cognitive development, and that cognitive development is different among cultures. Since language learning varies from culture to culture, teachers' understanding of the students' cultural background is crucial in order to provide appropriate guidance to develop the necessary language learning skills. Furthermore, the zone of proximal development (ZPD) is a crucial concept in sociocultural theory. ZPD is the gap between the actual and potential development determined through problem-solving skills that an individual demonstrates under collaboration or guidance of adult or peers according to Vygotsky (1978; 1986). In order words, these are the skills for which a person lacks understanding unless the person receives guidance or collaborates with others. Therefore, the role of the teacher is important to support students in their language learning process. Language teaching is a field of study that has been researched with great interest because it helps teachers to improve their teaching practices. Moreover, classroom interactions seem to start gaining interest, especially after audio recording and technology became accessible in the 1960s (Seedhouse & Jenks, 2015). In this sense, it was possible to study and transcribe the details of ELT classroom interactions as well as the connection to the learning development (Seedhouse & Jenks, 2015). Through the lens of classroom interactions teachers have the possibility to enhance their language teaching practices by allowing students to develop their language skills. Therefore, it is important to investigate classroom interactions since teachers will have a broader set of options to choose from to help students develop their English language skills.

ISBN: 9780355650280Subjects--Topical Terms:

2122799
Educational administration.

The Most Effective Best Practices for English Language Teaching (ELT) Classroom Interactions.
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