Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357105
Title: Verbal interaction in mathematics lessons in Anglophone Cameroon
Author: Breet, Felicity Grace
ISNI:       0000 0001 3478 3363
Awarding Body: Durham University
Current Institution: Durham University
Date of Award: 1993
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Abstract:
The verbal interaction between students during mathematics lessons Cameroon is the primary focus of Strategies for facilitating language Service Training activities to meet needs of such teachers form a secondary teachers and in Anglophone this study. oriented Inthe training focus. Specifically three research questions are asked. Firstly, how do teachers and students interact in English whilst teaching and learning mathematics? Secondly can a model of these patterns be created and thirdly can such a model be used with teachers to enable them to increase the amount and range of student language in mathematics lessons. Following a review of relevant research-, -the need for a study which will provide answers to these questions is clear. The methodology of such research is also reviewed, 'and thus the present study is rooted in existing practice both in terms of its content and its research design. The data, audio recorded lessons, are transcribed and the patterns of verbal interaction observed classified via a grounded theory. These patterns are described collectively and then individually so that changes made during the phase of intensive INSET can be observed. The study shows that the participating teachers were able to use their new awareness of their own patterns of verbal interaction to experiment with innovative ways of interacting with their learners some of which led to an increase in the amount and range of student language use. The implications of this study for. INSET programmes are many. Enabling teachers to be more aware of their own language use is advantageous and provides the basis for long term changes in classroom procedures. The study also offers a research process which can be used to illuminate verbal interaction in other contexts such as discussions between doctors and their patients or during formalised conflict resolution.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.357105  DOI: Not available
Keywords: Linguistics Linguistics Education
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