ERIC Number: ED385124
Record Type: RIE
Publication Date: 1995-Apr
Reference Count: N/A
Who Is Really Participating? An Exploration of the Nature of Student Classroom Participation and the Factors that Teachers Can Manipulate To Enhance Student Participation in the Classroom.
Black, Miriam Therese
An exploration of student participation in the second language classroom looks at teacher expectations for classroom participation and examines factors constraining interaction, based on personal experiences with learning and teaching a second language. First, common definitions of student participation are examined, and personal styles of student participation are discussed. Factors affecting student participation are then detailed, with distinctions made between teacher-and-student-affected factors, factors specifically attributable to students or to teachers, and outside influences. The experiment in encouraging student participation is described. During an internship in English-as-a-Second Language in India, a teacher focused on identifying and monitoring different forms of participation and interaction, students' previous learning experiences and cognitive styles, and target language competency, and assessing the effectiveness of different activities for encouraging participation. Reflections on this experience are presented. It is concluded that the experiment brought heightened awareness of student response types, increased self-confidence, forced examination of one's teaching style, and revealed areas of interest for further research. A brief bibliography is included. Contains 11 references. (MSE)
Descriptors: Class Activities, Classroom Communication, Classroom Environment, Classroom Research, Classroom Techniques, Cognitive Style, Cultural Context, Higher Education, Individual Characteristics, Interaction, Language Teachers, Second Language Instruction, Second Languages, Social Influences, Student Experience, Student Participation, Teacher Attitudes, Teacher Expectations of Students, Teaching Styles
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master's Thesis, School for International Training, Brattleboro, Vermont.