A study of linguistic and discourse features used by teachers and students in English as a second language classroom Interaction in Ekiti state, Nigeria
- Deji-Afuye, Oladunni Olufunso
- Authors: Deji-Afuye, Oladunni Olufunso
- Date: 2023-08
- Subjects: English language--Study and teaching -- Ekiti State -- Nigeria , English language--Study and teaching (Secondary) , Linguistics
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/29673 , vital:78870
- Description: This study explored the linguistic and discourse features teachers and students use in English second language classroom interaction in selected secondary schools in Ekiti state, Nigeria. The major aim of the study was to identify the common features of the linguistic choices made by teachers and students and ascertain their effects on students’ verbal participation in classroom interaction and teachers’ use of student-centred learning. The study used a mixed method research involving qualitative and quantitative approaches and followed a case study and descriptive research design. The approaches were triangulated to analyse extracts from 20 recorded classroom lessons and the information gathered through student questionnaires and teacher interviews. The findings of the study showed that the linguistic choices of teachers and students during classroom interactions significantly affected the classroom discourse structure, students’ verbal participation and teachers’ use of the student-centred learning approach. The teachers seemed concerned with accomplishing their tasks of teaching the content and, as such, engaged mostly in initiating classroom exchanges, giving feedback and keeping the interactions under control to the extent that students were mainly engaged to provide limited responses to teacher initiations. The study found that the sociocultural backgrounds of the participants greatly impacted their beliefs, linguistic choices, and classroom interactions. The findings further acknowledged that the asymmetrical interaction between teachers and their students resulted from several factors, some of which included teachers’ pedagogical philosophies, students’ perceptions, and attitudes to classroom participation, limited learning resources, and examination-based instructional tasks. The study recommended teachers’ further professional training to enhance their discourse and pedagogical practices, provision of language teaching/learning resources and conducive classroom environments, and applicable language policy and curriculum for the development of students’ communication proficiency. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2025
- Full Text:
- Date Issued: 2023-08
- Authors: Deji-Afuye, Oladunni Olufunso
- Date: 2023-08
- Subjects: English language--Study and teaching -- Ekiti State -- Nigeria , English language--Study and teaching (Secondary) , Linguistics
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/29673 , vital:78870
- Description: This study explored the linguistic and discourse features teachers and students use in English second language classroom interaction in selected secondary schools in Ekiti state, Nigeria. The major aim of the study was to identify the common features of the linguistic choices made by teachers and students and ascertain their effects on students’ verbal participation in classroom interaction and teachers’ use of student-centred learning. The study used a mixed method research involving qualitative and quantitative approaches and followed a case study and descriptive research design. The approaches were triangulated to analyse extracts from 20 recorded classroom lessons and the information gathered through student questionnaires and teacher interviews. The findings of the study showed that the linguistic choices of teachers and students during classroom interactions significantly affected the classroom discourse structure, students’ verbal participation and teachers’ use of the student-centred learning approach. The teachers seemed concerned with accomplishing their tasks of teaching the content and, as such, engaged mostly in initiating classroom exchanges, giving feedback and keeping the interactions under control to the extent that students were mainly engaged to provide limited responses to teacher initiations. The study found that the sociocultural backgrounds of the participants greatly impacted their beliefs, linguistic choices, and classroom interactions. The findings further acknowledged that the asymmetrical interaction between teachers and their students resulted from several factors, some of which included teachers’ pedagogical philosophies, students’ perceptions, and attitudes to classroom participation, limited learning resources, and examination-based instructional tasks. The study recommended teachers’ further professional training to enhance their discourse and pedagogical practices, provision of language teaching/learning resources and conducive classroom environments, and applicable language policy and curriculum for the development of students’ communication proficiency. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2025
- Full Text:
- Date Issued: 2023-08
Pragmatic necessity for breaching Gricean maxims in fiction: Towards a literary plot theory
- Tserayi, Jonathan https://orcid.org/0000-0002-6200-8177
- Authors: Tserayi, Jonathan https://orcid.org/0000-0002-6200-8177
- Date: 2023-08
- Subjects: Indic fiction (English) , Maxims in literature
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28705 , vital:74555
- Description: Unlike in most literary studies involving the analysis of the Gricean Cooperative Principle, where the main thrust has been to expose where and how the Gricean maxims were violated, the focus in this study was to investigate the utility or functionality of breached maxims in fictional works. This novel approach, issuing from the presupposition that breached maxims add value to literature, warranted the speculation that it is necessary to breach Gricean maxims for the success of the literary plot. To prove such necessity, the researcher sampled three texts consisting of two novels and a play for in depth analysis. Using two theories (Relevance Theory (RT) and Pragma-crafting theory (PC), and methodologically applying Discourse Analysis (DA) and Conversation Analysis (CA), the researcher sought to establish the effect of breached maxims in the sampled texts. Furthermore, the researcher utilised both quantitative and qualitative methods, even though the former was minimally applied. As expected for a study of this nature, the analysis was largely qualitative. Findings confirmed that breached maxims have the effect of generating literary content and hence are purposefully used to achieve literary creativity and convenience. This affirms the necessity of expediently breaching the maxims in the interest of the literary plot. In this regard, literary works have traditionally thrived on breached Gricean maxims, but the act of violating maxims has hardly been viewed in a positive light. Thus, this research partly fills the gap of articulating the efficacy of breached maxims in literary works, and ultimately proposes a literary plot theory premised on the efficacy of breached maxims. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2023
- Full Text:
- Date Issued: 2023-08
- Authors: Tserayi, Jonathan https://orcid.org/0000-0002-6200-8177
- Date: 2023-08
- Subjects: Indic fiction (English) , Maxims in literature
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28705 , vital:74555
- Description: Unlike in most literary studies involving the analysis of the Gricean Cooperative Principle, where the main thrust has been to expose where and how the Gricean maxims were violated, the focus in this study was to investigate the utility or functionality of breached maxims in fictional works. This novel approach, issuing from the presupposition that breached maxims add value to literature, warranted the speculation that it is necessary to breach Gricean maxims for the success of the literary plot. To prove such necessity, the researcher sampled three texts consisting of two novels and a play for in depth analysis. Using two theories (Relevance Theory (RT) and Pragma-crafting theory (PC), and methodologically applying Discourse Analysis (DA) and Conversation Analysis (CA), the researcher sought to establish the effect of breached maxims in the sampled texts. Furthermore, the researcher utilised both quantitative and qualitative methods, even though the former was minimally applied. As expected for a study of this nature, the analysis was largely qualitative. Findings confirmed that breached maxims have the effect of generating literary content and hence are purposefully used to achieve literary creativity and convenience. This affirms the necessity of expediently breaching the maxims in the interest of the literary plot. In this regard, literary works have traditionally thrived on breached Gricean maxims, but the act of violating maxims has hardly been viewed in a positive light. Thus, this research partly fills the gap of articulating the efficacy of breached maxims in literary works, and ultimately proposes a literary plot theory premised on the efficacy of breached maxims. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2023
- Full Text:
- Date Issued: 2023-08
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