This paper focuses on the teachers’ initiation in English classroom interaction based on Sinclair and Coulthard Model. The study focused on identifying initiations used by English language teachers in promoting interaction in the classroom, and to analyse the challenges that English language teachers face in maximizing classroom interaction. The data were collected from three public secondary schools in Nyamagana Municipality in Mwanza region - Tanzania. This study used mixed method approach where both qualitative and quantitative approaches were applied. To obtain relevant information, interviews, questionnaires and classroom observations were used. The data were analysed based on Sinclair and Coulthard theory of 1975. The findings indicate that all teachers’ initiations were applied where ‘teacher inform’ was the dominant one followed by directing, checking, repeating, listing and eliciting. However, eliciting was rarely used by English language teachers. The results further show that English language teachers in Tanzania face challenges related to learning conditions, learner-related factors, societal factors and other challenges as far as classroom interaction is concerned. It is recommended that teachers should elicit the language from learners to enable them to produce natural answers in order to maximize interactions in English language classrooms. It is concluded that, if the teachers’ intention is to maximize classroom interaction, the use of elicitation technique is more appropriate.
| Published in | International Journal of Language and Linguistics (Volume 10, Issue 6) |
| DOI | 10.11648/j.ijll.20221006.11 |
| Page(s) | 311-320 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Teacher’s Initiation, Classroom Interaction, Sinclair and Coulthard, Maximizing Interaction and Opening Move
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APA Style
Aisha Stambul, Eustard Rutalemwa Tibategeza. (2022). Teachers’ Initiations in Maximizing English Classroom Interaction. International Journal of Language and Linguistics, 10(6), 311-320. https://doi.org/10.11648/j.ijll.20221006.11
ACS Style
Aisha Stambul; Eustard Rutalemwa Tibategeza. Teachers’ Initiations in Maximizing English Classroom Interaction. Int. J. Lang. Linguist. 2022, 10(6), 311-320. doi: 10.11648/j.ijll.20221006.11
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Download@article{10.11648/j.ijll.20221006.11,
author = {Aisha Stambul and Eustard Rutalemwa Tibategeza},
title = {Teachers’ Initiations in Maximizing English Classroom Interaction},
journal = {International Journal of Language and Linguistics},
volume = {10},
number = {6},
pages = {311-320},
doi = {10.11648/j.ijll.20221006.11},
url = {https://doi.org/10.11648/j.ijll.20221006.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20221006.11},
abstract = {This paper focuses on the teachers’ initiation in English classroom interaction based on Sinclair and Coulthard Model. The study focused on identifying initiations used by English language teachers in promoting interaction in the classroom, and to analyse the challenges that English language teachers face in maximizing classroom interaction. The data were collected from three public secondary schools in Nyamagana Municipality in Mwanza region - Tanzania. This study used mixed method approach where both qualitative and quantitative approaches were applied. To obtain relevant information, interviews, questionnaires and classroom observations were used. The data were analysed based on Sinclair and Coulthard theory of 1975. The findings indicate that all teachers’ initiations were applied where ‘teacher inform’ was the dominant one followed by directing, checking, repeating, listing and eliciting. However, eliciting was rarely used by English language teachers. The results further show that English language teachers in Tanzania face challenges related to learning conditions, learner-related factors, societal factors and other challenges as far as classroom interaction is concerned. It is recommended that teachers should elicit the language from learners to enable them to produce natural answers in order to maximize interactions in English language classrooms. It is concluded that, if the teachers’ intention is to maximize classroom interaction, the use of elicitation technique is more appropriate.},
year = {2022}
}
TY - JOUR T1 - Teachers’ Initiations in Maximizing English Classroom Interaction AU - Aisha Stambul AU - Eustard Rutalemwa Tibategeza Y1 - 2022/11/10 PY - 2022 N1 - https://doi.org/10.11648/j.ijll.20221006.11 DO - 10.11648/j.ijll.20221006.11 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 311 EP - 320 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20221006.11 AB - This paper focuses on the teachers’ initiation in English classroom interaction based on Sinclair and Coulthard Model. The study focused on identifying initiations used by English language teachers in promoting interaction in the classroom, and to analyse the challenges that English language teachers face in maximizing classroom interaction. The data were collected from three public secondary schools in Nyamagana Municipality in Mwanza region - Tanzania. This study used mixed method approach where both qualitative and quantitative approaches were applied. To obtain relevant information, interviews, questionnaires and classroom observations were used. The data were analysed based on Sinclair and Coulthard theory of 1975. The findings indicate that all teachers’ initiations were applied where ‘teacher inform’ was the dominant one followed by directing, checking, repeating, listing and eliciting. However, eliciting was rarely used by English language teachers. The results further show that English language teachers in Tanzania face challenges related to learning conditions, learner-related factors, societal factors and other challenges as far as classroom interaction is concerned. It is recommended that teachers should elicit the language from learners to enable them to produce natural answers in order to maximize interactions in English language classrooms. It is concluded that, if the teachers’ intention is to maximize classroom interaction, the use of elicitation technique is more appropriate. VL - 10 IS - 6 ER -
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