New Border Crossings for the Interaction Hypothesis: The Effects of Feedback on Gonja Speakers Learning English in a Rural School in Ghana

Autor/inn/en	Sherris, Ari; Burns, M. Susan
Titel	New Border Crossings for the Interaction Hypothesis: The Effects of Feedback on Gonja Speakers Learning English in a Rural School in Ghana
Quelle	In: Pedagogies: An International Journal, 10 (2015) 3, S.238-255 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2015.1050026
Schlagwörter	Foreign Countries; English (Second Language); African Languages; Multilingualism; Second Language Learning; Questioning Techniques; Feedback (Response); Rural Schools; Rural Education; Task Analysis; Educational Practices; Teaching Methods; Error Analysis (Language); Error Correction; Junior High School Students; Adolescents; Pretests Posttests; Intervention; Experimental Groups; Control Groups; Interaction; Scores; Language Acquisition; Statistical Analysis; Ghana + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Befragungstechnik; Fragetechnik; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ländliche Erwachsenenbildung; Aufgabenanalyse; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Error analysis; Fehleranalyse; Korrektur; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interaktion; Sprachaneignung; Spracherwerb; Statistische Analyse
Abstract	While Ghanaians in urban and rural settings are multilingual, English is the language of Ghanaian newspapers, politicians, the courts, much of television and radio in the metropolitan centres of the country. Indeed, urban Ghanaian adolescents have expanding opportunities to use English, the only official language of Ghana, even when not in school. Interaction in English is much less true of rural contexts, many of which are not on the national electric grid, have few electric generators resulting in little or no television and Internet access, and perhaps only an occasional newspaper found on the side of a dusty road. The purpose of this study, arising from conversations with policy leaders, is to demonstrate how language development occurs when students are given a task that provides them with opportunities to utilize their language resources to formulate questions. A controlled, small, fast-response, clinical design was sought because voices from the policy arena felt that relying on similar studies from industrialized contexts would not necessarily mirror those of rural Ghana. However, findings indicate otherwise. Tasks that stimulated interaction promoted question-form development. The paper concludes with important pedagogical implications for instructional practices in rural Ghana. The paper further argues for scaling up the study, situating it in classrooms, and developing tasks that are linked to school subjects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01