INVESTIGATING THE F-MOVE IN TEACHER TALK: A SOUTH KOREAN STUDY ON TEACHERS’ BELIEFS AND CLASSROOM PRACTICES
Title
INVESTIGATING THE F-MOVE IN TEACHER TALK: A SOUTH KOREAN STUDY ON TEACHERS’ BELIEFS AND CLASSROOM PRACTICES
INVESTIGATING THE F-MOVE IN TEACHER TALK: A SOUTH KOREAN STUDY ON TEACHERS’ BELIEFS AND CLASSROOM PRACTICES
Keywords: No Keywords
Author
Sarah Lindsay Jones
A dissertation submitted to
The School of Humanities of the University of Birmingham
in part fulfillment of the requirements for the degree of
Master of Arts in Teaching English as a Foreign or Second Language (TEFL / TESOL)
Supervisor: John Adamson
Abstract
Investigation into the relationship between what teachers say, intend, and do can help improve overall teacher effectiveness. Reviews of teacher belief systems and classroom discourse helped base this study on the relationship between beliefs and class practices. This small-scale study of three native-English speaking conversation teachers at a Korean university consisted of a triangulated methodology integrating a teachers’ beliefs survey, classroom observations, and a retrospective interview. Analyzing the follow-up move in whole-class discourse using a modified version of the Sinclair and Coulthard IRF model, discoursal and evaluative teaching strategies were examined to determine if inferences could be made regarding teachers’ beliefs and classroom behaviors. Aside from a few inconsistencies, it was found that these teachers’ educational beliefs were manifested in their class actions in the observed and analyzed portions of their classes. Unanticipated study problems and limitations in discourse analysis were acknowledged and recommendations for further research made. Additional studies of how teachers use teacher talk in their follow-up move could further support the findings in this study.
Investigation into the relationship between what teachers say, intend, and do can help improve overall teacher effectiveness. Reviews of teacher belief systems and classroom discourse helped base this study on the relationship between beliefs and class practices. This small-scale study of three native-English speaking conversation teachers at a Korean university consisted of a triangulated methodology integrating a teachers’ beliefs survey, classroom observations, and a retrospective interview. Analyzing the follow-up move in whole-class discourse using a modified version of the Sinclair and Coulthard IRF model, discoursal and evaluative teaching strategies were examined to determine if inferences could be made regarding teachers’ beliefs and classroom behaviors. Aside from a few inconsistencies, it was found that these teachers’ educational beliefs were manifested in their class actions in the observed and analyzed portions of their classes. Unanticipated study problems and limitations in discourse analysis were acknowledged and recommendations for further research made. Additional studies of how teachers use teacher talk in their follow-up move could further support the findings in this study.
Category: Thesis
