A Study on Perception of Lecturer-Student Interaction in English Medium Science Lectures

Autor/in	Navaz, Abdul Majeed Mohamed
Titel	A Study on Perception of Lecturer-Student Interaction in English Medium Science Lectures
Quelle	In: Novitas-ROYAL (Research on Youth and Language), 7 (2013) 2, S.117-136 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-4733
Schlagwörter	Science Instruction; Language of Instruction; Teacher Student Relationship; English (Second Language); Classroom Techniques; Classroom Environment; Undergraduate Students; Performance Factors; Mixed Methods Research; Questionnaires; Student Surveys; Teacher Surveys; Teaching Methods; Questioning Techniques; Barriers; Foreign Countries; Sri Lanka + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching language; Unterrichtssprache; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Klassenführung; Klassenklima; Unterrichtsklima; Leistungsindikator; Fragebogen; Schülerbefragung; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Ausland; Ceylon
Abstract	This paper, which is a part of a thesis, investigates the perception and practice of lecturers and students with regard to lecturer-student interaction in English medium science lectures of a university in Sri Lanka where English is a second language. This paper argues that dialogic lecturer-student interaction, which enables students to take a more active role in discussions compared to the use of recitation scripts (questions-answers-evaluations) developed in non-dialogic interactions, is likely to be beneficial for students' content (lecture comprehension) and language development. The study revealed the complexity of the perception-practice dynamic, and the multi-faceted sub-set of factors which influenced students' and lecturers' behaviour in class, and their perception of that behaviour. Students' lecture comprehension and classroom interaction were influenced by their language proficiency, though the students considered the lecturers' lecture delivery style to be more important than their own language proficiency. This study also revealed that a culturally-embedded behaviour perpetuated by senior students, known as ragging (a kind of bullying), restricted the classroom interaction of the students. (As Provided).
Anmerkungen	Children's Research Center-Turkey. Via Tower Is Merkezi, Bestepeler Mahallesi, Nergiz Sokak No 7-35 Sögütözü, Ankara 06530, Turkey. Tel: +90-312-2190219; Fax: +90-312-2190321; e-mail: submissions@novitasroyal.org; Web site: http://www.novitasroyal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01