Why Do Pre-Service Teachers of English Hush? A Micro Analysis at Young Learner Classrooms
Öz
Behavioural classroom management has been a concern for all teachers at various level of experience, but it is believed to be denser in volume for both pre-service and novice teachers. To manage those face-threatening behaviours, we as students may have witnessed several implications as, warning, punishment and even physical interventions. Of these manoeuvres, the study aims at revealing ‘hushing’ sequences at young-learners classroom interaction in which pre-service teachers of English micro teach. The study is conducted at a kindergarten located at the campus zone of a state university in Turkey and with 57 pre-service teachers of English of the same university. These pre-service teachers are enrolled to Teaching English to Young Learners I and II courses in the ELT department program. In accordance with the study plan, micro teaching sessions are recorded and transcribed through Transana software. Special interest on hushing sequences revealed two main features of its deployment as (1) Hushing for Management at Off-Task-Talk Sequences and (2) Hushing for Management at Task Conveying Sequences. As a result of the study, pre-service teachers seem to have difficulty in behavioural management control of the class and hence they often deploy over controlling actions to off-task-talk behaviours. Contrary to this, the pre-service teachers implement more successful task conveying management to sustain the pre-designed pedagogical task.
Anahtar Kelimeler
Hushing,Classroom Management,Young Learner Classrooms,Noise,Conversation Analysis
Teşekkür
Kaynakça
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