MARC details
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04585ntm a2200241 a 4500 |
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41033 |
| 003 - CONTROL NUMBER IDENTIFIER |
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0000000000 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20240411192957.0 |
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210421n 000 0 eng d |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Ballado, Raymart F. |
| 245 10 - TITLE STATEMENT |
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| Title |
Conversational analysis on classroom discourse |
| Medium |
[manuscript] : |
| Remainder of title |
a proposed framework / |
| Statement of responsibility, etc. |
Raymart F. Ballado. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Balanga City : |
| Name of publisher, distributor, etc. |
BPSU, |
| Date of publication, distribution, etc. |
2020. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xi, 272 pp. ; |
| Dimensions |
28 cm. |
| 490 1# - SERIES STATEMENT |
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| Series statement |
Conversational analysis on classroom discourse : a proposed framework |
| 500 ## - GENERAL NOTE |
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| General note |
Thesis (MALED) BPSU, 2020. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
Classroom discourse pertains to the expressions and languages used by the teacher and students inside the classroom where it is utilized to maximize learning and facilitate language development. A good classroom discourse is one that allows people inside the classroom to understand each other, avoid communication breakdown and negotiate meaning to engage in effective interaction and communication. However, there are instances in which confusion occurs in classroom discourse. Hence, conversational analysis is needed in order to figure out how the expressions are used, how the teacher and students communicate, and how the communication is patterned in the classroom discourse. This qualitative study analyzed the conversation in the classroom discourse by determining the intentions and purposes of the expressions in the classroom contexts. The types of Searle's speech acts along with its categories such as the representative, directive, commissive, declarative and expressive performed by the students and language teachers inside the classroom were investigated in the preliminary activities, motivation, lesson proper, application, generalization and evaluation in the classroom discourse. The data of this study was taken from the English classes of Mariveles Senior High School-Sitio Mabuhay in Mariveles, Bataan where the participants were the Grade 11 Senior High School students under the Academics Track and Technical Vocational Track and language teachers who were exchanging utterances. The researcher conducted an unstructured observation with the respondents being informed about the video and audio recording of the classes being set in order to observe classroom discourse, specifically the utilization of the speech acts. The utterances in the conversation of the classroom discourse were transcribed and analyzed through Dell Hymes' (1974) S.P.E.A.K.I.N.G. Model. Based on the results, representative, directive, expressive, and commissive speech acts were used by the teachers and students in the classroom discourse. The most prevalent was the representative as the teachers and students were exchanging utterances to explain, exemplify, state, agree, disagree, confirm and inform. The second frequently observed was the directive as it was performed to order, ask, warn, and request. Most directives were coming from the teachers as they were the ones whom instructing the class. Expressive was also utilized in most of the classroom contexts except in generalization to greet, commend, state pressure, share a humor and leave-take. There were a few expressions of commissive speech act as it was only manifested in announcing the instructional objectives that served as the target to be achieved after the instruction. Lastly, there was no declarative utterance recorded in the classroom discourse as the teacher nor the students expressed declarations. Moreover, there was a minimal confusion in the classroom discourse as the teacher and students could understand each other. The maxim of quantity was observed as there was a proper amount of information the teacher and students were exchanging in the conversation. Also, maxim of quality was employed as the teacher was objective in teaching. Facts were presented and the instruction could encourage participation. Maxim of relation was noticed as most of the expressions made were relevant to the lesson. Lastly, maxim of manner was delivered as most of the expressions were clear. There was a good conversation in the classroom discourse as the four maxims were followed in most of the conversations. Key Words: Speech Act, Conversational Analysis, S.P.E.A.K.I.N.G. Model. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Conversation analysis. |
| Source of heading or term |
sears |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Conversation. |
| Source of heading or term |
sears |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Discourse analysis. |
| Source of heading or term |
sears |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Oral communication. |
| Source of heading or term |
sears |
