prikaz prve stranice dokumenta Teacher and Learner Talk in ESL Elementary School Classrooms
Access restricted to students and staff of home institution
master's thesis
Teacher and Learner Talk in ESL Elementary School Classrooms
2020. urn:nbn:hr:162:666229
Mandičić, Jelena
University of Zadar
Department of English

Cite this document

Mandičić, J. (2020). Teacher and Learner Talk in ESL Elementary School Classrooms (Master's thesis). Zadar: University of Zadar. Retrieved from https://urn.nsk.hr/urn:nbn:hr:162:666229

Mandičić, Jelena. "Teacher and Learner Talk in ESL Elementary School Classrooms." Master's thesis, University of Zadar, 2020. https://urn.nsk.hr/urn:nbn:hr:162:666229

Mandičić, Jelena. "Teacher and Learner Talk in ESL Elementary School Classrooms." Master's thesis, University of Zadar, 2020. https://urn.nsk.hr/urn:nbn:hr:162:666229

Mandičić, J. (2020). 'Teacher and Learner Talk in ESL Elementary School Classrooms', Master's thesis, University of Zadar, accessed 19 December 2024, https://urn.nsk.hr/urn:nbn:hr:162:666229

Mandičić J. Teacher and Learner Talk in ESL Elementary School Classrooms [Master's thesis]. Zadar: University of Zadar; 2020 [cited 2024 December 19] Available at: https://urn.nsk.hr/urn:nbn:hr:162:666229

J. Mandičić, "Teacher and Learner Talk in ESL Elementary School Classrooms", Master's thesis, University of Zadar, Zadar, 2020. Available at: https://urn.nsk.hr/urn:nbn:hr:162:666229

Please login to the repository to save this object to your list.
Metadata
TitleTeacher and Learner Talk in ESL Elementary School Classrooms
Title (croatian)Govor nastavnika i učenika u nastavi engleskog kao drugog jezika
AuthorJelena Mandičić
MentorAnna Martinović (mentor)
Committee memberSanja Škifić (predsjednik povjerenstva)
Committee memberIvo Fabijanić (član povjerenstva)
Committee memberAnna Martinović (član povjerenstva)
GranterUniversity of Zadar
(Department of English)
Zadar
Defense date and country2020-02-17, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philology
Anglistics
Abstract
Classroom discourse has been an important topic of research in second language learning for many years. One of the most commonly used frameworks for investigating classroom discourse, that is, the interaction between the teacher and learners, is Lyster and Ranta’s (1997) flowchart model consisting of three interconnected moves, including student error, teacher feedback, and student uptake. The aim of this thesis was to explore the elements of interaction in ESL elementary school classes in Croatia. The study was conducted in the form of observations and audio recordings in order to obtain the data base for descriptive analysis of the teacher talk, learner talk, types of feedback and uptake. The sample included 66 students from grades 3, 5 and 7 who were attending an elementary school in Zadar, Croatia. The results showed no significant differences in the amount of teacher talk and learner talk across the grade levels. Furthermore, the results showed that the most frequent types of feedback used by teachers were metalinguistic feedback, elicitation and recasts. In addition, a significant difference in distribution of uptake types was discovered, with a preference for self-repair in lower grades, whereas among higher grades there was an equal frequency for both self-repair and peer-repair.
Abstract (croatian)
Razredni govor već je dugi niz godina bitna tema istraživanja u učenju drugog jezika. Jedan od najučestalijih modela istraživanja razrednog govora, odnosno interakcije nastavnika i učenika, osmislili su Lyster i Ranta (1997). Radi se o dijagramu tijeka koji se sastoji od tri međusobno povezana poteza, a to su učenikova pogreška, nastavnikova povratna informacija i učenikov odgovor. Cilj ovog rada bio je istražiti elemente interakcije u sklopu nastave engleskog kao drugog jezika u nekoliko razreda osnovne škole u Hrvatskoj. Istraživanje je provedeno u obliku promatranja i audio-snimki u svrhu dobivanja podataka za deskriptivnu analizu govora nastavnika i učenika kao i vrsta povratnih informacija i učeničkog odgovora. Uzorak se bazirao na 66 učenika trećeg, petog i sedmog razreda koji su pohađali osnovnu školu Šime Budinića u Zadru. Rezultati nisu pokazali postojanje značajne razlike u količini govora nastavnika i učenika u odnosu između nižih i viših razreda. Nadalje, rezultati su pokazali sklonost nastavnika korištenju određenih tipova povratnih informacija kao što su metalinguistic feedback, elicitation i recast. Značajne razlike su, međutim, pronađene u distribuciji vrsta učeničkog odgovora gdje se u nižim razredima češće koristio self-repair dok je u višim razredima omjer self-repair i peer-repair oblika bio podjednak.
Keywords
Keywords (croatian)
Languageenglish
URN:NBNurn:nbn:hr:162:666229
Study programmeTitle: English Language and Literature (double major); specializations in: Teaching, Research
Course: Teaching
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacije engleskog jezika i književnosti (magistar/magistra edukacije engleskog jezika i književnosti)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2020-12-11 13:50:09