Teacher discourse patterns, actions and foreign language listening comprehension: A qualitative study
Abstract
The purpose of this study was to examine the oral discourse patterns and actions of an effective teacher to determine how the teacher facilitated listening comprehension for learners. Participants were a teacher and twenty-eight students in a third-semester Spanish class at a university. The study was guided by three research questions: (1) What are the teacher's beliefs with regard to teaching a foreign language and how does she act upon these beliefs? (2) What oral discourse patterns, actions and activities does the teacher use for the purpose of developing and enhancing listening comprehension? (3) How do the students react or respond to these patterns, actions and activities and make sense of the teacher's oral discourse? Data were collected mainly by participant observation. Other data sources included audiotaping and videotaping of class sessions, interviews with the teacher and six key informants, and a questionnaire to the students. Data were analyzed using elements of grounded theory analysis and discourse analysis techniques, applying many of the principles of the ethnomethodologist approach. Major findings were: (1) There was congruence between the teacher's espoused beliefs about language teaching and her actions in the classroom. (2) She was committed to facilitating comprehension of spoken Spanish for students. To do this, she used various verbal and visual strategies and paid careful attention to requests for repair. (3) Her activities encouraged listening and stimulated the interest of students. (4) She was successful in conveying meaning for the majority of students. (5) Generally, students responded positively to input in Spanish and the teacher's efforts to enhance comprehension. Conclusions drawn from these findings included: (1) Comprehension can be facilitated without translation and consistent use of the target language is important in this regard. (2) The enhancement of comprehension is accomplished through multiple and varied strategies. (3) It is important to ensure the comfort of students and create conditions which are favorable for comprehension. (4) As communication is not one-sided, comprehension of input is greatly facilitated by interaction and active involvement of learners. (5) Not all learners benefit from strategies to enhance comprehension despite a teacher's best efforts.
Degree
Ph.D.
Advisors
Garfinkel, Purdue University.
Subject Area
Curricula|Teaching
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