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The Discourse of Whole Class Teaching: A Comparative Study of Kenyan and Nigerian Primary English Lessons

机译：全班教学的话语：肯尼亚和尼日利亚小学英语课的比较研究

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摘要

This paper explores the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons. Twenty lessons were analysed using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation - Response - Feedback (IRF). The focus of the analysis was on the first and third part of the IRF sequence as it is here that research suggests teachers can enhance pupil learning through questions and follow-up which asks pupils to expand on their thinking, justify or clarify their opinions, or make connections to their own experiences. The findings suggest that teacher questions were mainly closed requiring recall of information and teacher follow-up, where it occurred, often consisting of a low level evaluation of a pupil response, thereby severely constraining opportunities for pupil participation in the classroom discourse and higher order thinking. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of Kenyan and Nigerian primary teachers.
机译：本文探讨了肯尼亚和尼日利亚小学英语课程中的全班教学。使用话语分析系统对二十节课进行了分析，重点是由教师主导的三部分交换顺序，即“开始-响应-反馈（IRF）”。分析的重点是IRF序列的第一部分和第三部分，因为研究表明教师可以通过提问和跟进来增强学生的学习能力，这些问题和跟进要求学生扩大思维，证明或澄清他们的观点，或者与自己的经历建立联系。调查结果表明，教师问题主要是封闭的，需要回忆信息并进行跟进，通常包括对学生反应的低水平评估，从而严重限制了学生参与课堂讨论和高层次思维的机会。根据研究结果对课堂教学的影响以及肯尼亚和尼日利亚小学教师的专业发展，对研究结果的影响进行了考虑。

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