英语教师运用启发式技巧激励初中生说话

IF 0.3 0 LANGUAGE & LINGUISTICS
Kadek Lelyana Rastari, Luh Putu Artini, Ni Putu Astiti Pratiwi, Ni Putu Wiraningsih
{"title":"英语教师运用启发式技巧激励初中生说话","authors":"Kadek Lelyana Rastari, Luh Putu Artini, Ni Putu Astiti Pratiwi, Ni Putu Wiraningsih","doi":"10.30813/jelc.v13i2.3684","DOIUrl":null,"url":null,"abstract":"<div class=\"page\" title=\"Page 1\"><div class=\"layoutArea\"><div class=\"column\"><p><span>This study was inspired by the lack of teaching techniques that could accommodate students’ speaking skills as the main indicator determining students’ success in learning English. The elicitation technique could be used by teachers to initiate students to speak during the learning process. A descriptive qualitative method was employed which aimed to investigate the types of elicitation techniques used, the way to implement them, and students’ responses to the elicitation techniques employed by the English teachers in motivating students to speak. There were two English teachers and ten students consisting of seventh and eighth grades involved as the participants in this study. Checklist, classroom observation, interview, and video audio recordings were conducted as the methods of data collection by means of observation checklist, observation sheet, interview guide, as well as video-audio recorders. The data were analyzed based on the category of elicitation techniques proposed by Cross (1992). The findings showed that there were 10 types of elicitation techniques used. Speech Prompts 44.5 (28.7%), WH Short-Answer Question 42.5 (27.4%), dan Yes-No Question 37 (23.9%) were the most frequent types used by the teachers in eliciting students to speak. In addition, it was also revealed that the elicitation techniques were employed by the teachers in all the teaching segments. Eight out of ten students positively responded by feeling motivated to speak in English. This indicated that the elicitation techniques used by the teachers could motivate students to speak in English.<br /></span></p></div></div></div>","PeriodicalId":55896,"journal":{"name":"Baltic Journal of English Language Literature and Culture","volume":"34 1","pages":"0"},"PeriodicalIF":0.3000,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"ELICITATION TECHNIQUE EMPLOYED BY EFL TEACHERS IN MOTIVATING JUNIOR HIGH SCHOOL STUDENTS TO SPEAK\",\"authors\":\"Kadek Lelyana Rastari, Luh Putu Artini, Ni Putu Astiti Pratiwi, Ni Putu Wiraningsih\",\"doi\":\"10.30813/jelc.v13i2.3684\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div class=\\\"page\\\" title=\\\"Page 1\\\"><div class=\\\"layoutArea\\\"><div class=\\\"column\\\"><p><span>This study was inspired by the lack of teaching techniques that could accommodate students’ speaking skills as the main indicator determining students’ success in learning English. The elicitation technique could be used by teachers to initiate students to speak during the learning process. A descriptive qualitative method was employed which aimed to investigate the types of elicitation techniques used, the way to implement them, and students’ responses to the elicitation techniques employed by the English teachers in motivating students to speak. There were two English teachers and ten students consisting of seventh and eighth grades involved as the participants in this study. Checklist, classroom observation, interview, and video audio recordings were conducted as the methods of data collection by means of observation checklist, observation sheet, interview guide, as well as video-audio recorders. The data were analyzed based on the category of elicitation techniques proposed by Cross (1992). The findings showed that there were 10 types of elicitation techniques used. Speech Prompts 44.5 (28.7%), WH Short-Answer Question 42.5 (27.4%), dan Yes-No Question 37 (23.9%) were the most frequent types used by the teachers in eliciting students to speak. In addition, it was also revealed that the elicitation techniques were employed by the teachers in all the teaching segments. Eight out of ten students positively responded by feeling motivated to speak in English. This indicated that the elicitation techniques used by the teachers could motivate students to speak in English.<br /></span></p></div></div></div>\",\"PeriodicalId\":55896,\"journal\":{\"name\":\"Baltic Journal of English Language Literature and Culture\",\"volume\":\"34 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.3000,\"publicationDate\":\"2023-06-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Baltic Journal of English Language Literature and Culture\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.30813/jelc.v13i2.3684\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LANGUAGE & LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Baltic Journal of English Language Literature and Culture","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.30813/jelc.v13i2.3684","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
引用次数: 0

摘要

<div class="page" title=" page 1"><div class="layoutArea"><div class="column">< ><span>本研究的灵感来自于缺乏能够将学生的口语能力作为决定学生学习英语成功与否的主要指标的教学技巧。在学习过程中,教师可以使用启发式技巧来引导学生说话。采用描述性定性方法,旨在调查使用的启发技巧的类型,实施方法,以及学生对英语教师在激励学生说话时使用的启发技巧的反应。本研究以两名英语教师和十名七、八年级学生为研究对象。通过观察表、观察表、访谈指南、视频录音记录仪等方式进行资料收集,采用核对表、课堂观察、访谈、录像录音等方法。这些数据是根据Cross(1992)提出的启发技术类别进行分析的。研究结果显示,有10种类型的启发技巧被使用。言语提示44.5个(28.7%)、WH简答42.5个(27.4%)、dan是-否问题37个(23.9%)是教师诱导学生说话最常用的类型。此外,调查还发现,教师在所有教学环节都采用了启发式技巧。十个学生中有八个积极回应说他们有动力说英语。这表明教师使用的启发技巧可以激发学生用英语说话。<br /></span></p></div></div></div> </div></div>
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ELICITATION TECHNIQUE EMPLOYED BY EFL TEACHERS IN MOTIVATING JUNIOR HIGH SCHOOL STUDENTS TO SPEAK

This study was inspired by the lack of teaching techniques that could accommodate students’ speaking skills as the main indicator determining students’ success in learning English. The elicitation technique could be used by teachers to initiate students to speak during the learning process. A descriptive qualitative method was employed which aimed to investigate the types of elicitation techniques used, the way to implement them, and students’ responses to the elicitation techniques employed by the English teachers in motivating students to speak. There were two English teachers and ten students consisting of seventh and eighth grades involved as the participants in this study. Checklist, classroom observation, interview, and video audio recordings were conducted as the methods of data collection by means of observation checklist, observation sheet, interview guide, as well as video-audio recorders. The data were analyzed based on the category of elicitation techniques proposed by Cross (1992). The findings showed that there were 10 types of elicitation techniques used. Speech Prompts 44.5 (28.7%), WH Short-Answer Question 42.5 (27.4%), dan Yes-No Question 37 (23.9%) were the most frequent types used by the teachers in eliciting students to speak. In addition, it was also revealed that the elicitation techniques were employed by the teachers in all the teaching segments. Eight out of ten students positively responded by feeling motivated to speak in English. This indicated that the elicitation techniques used by the teachers could motivate students to speak in English.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
50.00%
发文量
11
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信