The Effect of Experience on Semantic Schemata in L2 Teacher Talk

Autor/in	Doqaruni, Vahid Rahmani
Titel	The Effect of Experience on Semantic Schemata in L2 Teacher Talk
Quelle	In: PASAA: Journal of Language Teaching and Learning in Thailand, 63 (2022), S.232-253 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0125-2488
Schlagwörter	Semantics; Schemata (Cognition); English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teaching Experience; Audio Equipment; Males; Correlation; Classroom Techniques; Criticism; Comparative Analysis; Questioning Techniques; Teacher Student Relationship; Communicative Competence (Languages); Foreign Countries; Classroom Communication; Sociocultural Patterns; Learning Theories; Iran + Suchen Sie Ihr Suchwort? Semantik; Cognition; Schema; Kognition; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Audio-CD; Male; Männliches Geschlecht; Korrelation; Klassenführung; Kritik; Befragungstechnik; Fragetechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; Klassengespräch; Soziokulturelle Theorie; Learning theory; Lerntheorie
Abstract	In order to gain a deeper insight into second/foreign language (L2) classroom discourse, teacher talk, as one of the most important aspects of this discourse, needs to be studied from different perspectives. So, the purpose of the present study is to address the association between teachers' experience and different types of semantic schemata in their talk in L2 classroom contexts. The participants were 12 male EFL teachers who were divided into two equal groups regarding their experience, namely experienced and inexperienced. To collect the required data for this study, the classrooms were observed and audiorecordings were made from one lesson of each teacher. The audio-recordings were then fully transcribed and teacher talk was categorized into different semantic species types. Chi-Square test was employed to find out whether teachers' talk was significantly different in terms of semantic schemata. The data revealed that inexperienced teachers significantly use more semantic schemata in their talk, in comparison to experienced teachers, which can be attributed to their differences in several areas such as classroom practices, questioning behavior with respect to the concept of wait-time, application of the communicative approach principles in classroom, and ability in grading their language to their students' proficiency level. The results of this study help us to gain a more profound understanding of teacher talk in L2 classroom discourse and would benefit both pre-service and in-service teachers on how to manage and critique their own talk. (As Provided).
Anmerkungen	Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: http://www.culi.chula.ac.th/publicationsonline/home_p1.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01