ERIC Number: EJ1362116
Record Type: Journal
Publication Date: 2022
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2231-3338
EISSN: EISSN-2249-0752
Available Date: N/A
Classroom Interactional Competence of Young Learners with Story-Based Lessons in an EFL Context
Atay, Eylem; Saraçoglu, Semra
Journal on English Language Teaching, v12 n4 p18-35 Oct-Dec 2022
Making use of the methodological framework of conversation analysis, the present study aims to investigate story-based classroom discourse with young learners of English in an EFL context. The data were collected from a private IB school following the Primary Years Programme (PYP) curriculum. The participants were 24 young learners who were under the age of 6 and two teachers. To present the interactional organisation of the classroom interaction, 16 hours of story-based lessons in two kindergarten classrooms were audio-recorded and transcribed in detail. The data was analysed from a discourse-analytic perspective. Although the study had hypothesised that learner initiatives would be more frequent in the post-story stages, the findings showed that the pre-story stages created more engaging learning environments. Based on the findings, the implications were provided for EFL classrooms as well as suggestions for further research.
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Classroom Communication, Discourse Analysis, Private Schools, Advanced Placement Programs, Elementary School Students, Kindergarten, Audio Equipment, Communicative Competence (Languages), Teaching Methods, Story Reading, Picture Books, Childrens Literature, Lesson Plans, Teacher Student Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A