Oral instructional language features of science teacher trainees in teaching science in English in schools
The use of English as a medium of instruction in teaching science has been implemented in many countries, including Malaysia, where English is neither the teachers' nor the students' native language (L2 science classroom). However, insufficient attention has been given to identifying actua...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
2011
|
| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/25160/1/AzianAbdAzizPFP2011.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The use of English as a medium of instruction in teaching science has been implemented in many countries, including Malaysia, where English is neither the teachers' nor the students' native language (L2 science classroom). However, insufficient attention has been given to identifying actual oral instructional language features occurring in these L2 science classrooms. This study offers a profile of these features comprising acts, discourse markers (DMs), and communication strategies (CSs) employed by science teacher trainees (SITs) in teaching science in English. Implementing discourse analysis, with a predominantly qualitative research design, and supplemented with quantitative data, twenty Secondary Four science lessons conducted by ten STTs were audio-recorded, transcribed and analysed. Perceptions on the meanings and uses of the features were also obtained from participating SITs and sixty-one Secondary Four students. The findings indicated that most acts generated by SITs were similar to the ones identified in earlier studies. Nevertheless, two of the acts, namely, the 'overt repair' and the 'assist' acts were found to be particular to the context of this study, suggesting that some acts may be dictated by specific contexts. Findings related to discourse marker use suggested that SITs were more aware of using less flexible DMs which displayed more rigid functions, compared to more flexible DMs which displayed multiple functions. Pertaining to CSs, STTs employed a variety of CSs to reflect their multiple roles as teachers, teacher trainees, and English language learners. The study also found that despite students' ability to articulate the meanings and uses of most ofthe oral features, they may not necessarily be able to apply this knowledge to enhance their understanding. These findings point towards a more holistic and pragmatic view of L2 oral instructional language features which could aid both practicing teachers and teacher trainees in making better informed decisions. |
|---|