An assessment of power relations in teacher-student interaction on classroom language: A case of Ward secondary schools in Mbeya city council
| dc.contributor.author | Francis, Aloyce Msamvu | |
| dc.date.accessioned | 2019-08-29T06:12:19Z | |
| dc.date.available | 2019-08-29T06:12:19Z | |
| dc.date.issued | 2016 | |
| dc.description | Dissertation (MA Linguistics) | en_US |
| dc.description.abstract | The study aimed at assessing how teacher-student interaction structures classroom language. The study was carried out in ward secondary schools in Mbeya City Council. The researcher chose Mbeya city council‘s ward secondary schools randomly to represent all wards secondary schools in Mbeya and Tanzania in general because all classroom‘s teaching lessons do share common interactional features under the umbrella of Tanzania Educational National Policy of 1995. The study employed case study design because it matches with the study in which the researcher selected few schools to represent all ward secondary schools in Mbeya region and Tanzania. The sample comprised a total of ten (10) recordings from forty (40) minutes of lessons taught from any ward secondary school which was selected by random sampling from either English language, biology, civics and mathematics subject lessons. The study employed audio recording as the main method of data collection and it was supplemented by non participant observation and interview. The study employed both quantitative and qualitative approaches in discussion and analysis of research findings in which different language features in Teacher-student Interaction in the class were found. The research findings also indicated that there were asymmetrical power relations in the classroom interaction since it was the teacher who had a power in the selection of particular language features in teacher-student interaction in the class to attain pedagogical purposes. Recommendations are hereby made to teachers, students and other education stake holders to improve teacher-student interactions in the classroom, since classroom interactions are significant in language learning. | en_US |
| dc.identifier.citation | Francis, A. M. (2016). An assessment of power relations in teacher-student interaction on classroom language: A case of Ward secondary schools in Mbeya city council. Dodoma: The University of Dodoma. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12661/1218 | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Dodoma | en_US |
| dc.subject | Ward secondary schools | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Teacher-student interaction | en_US |
| dc.subject | Mbeya | en_US |
| dc.subject | Classroom language | en_US |
| dc.subject | Teacher-student | en_US |
| dc.title | An assessment of power relations in teacher-student interaction on classroom language: A case of Ward secondary schools in Mbeya city council | en_US |
| dc.type | Dissertation | en_US |