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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.
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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