Email this article 
SOCIO-CULTURAL LINGUISTIC ASPECT: A CRITICAL ANALYSIS OF THE IMPACT OF SOCIO-CULTURAL LINGUISTIC ASPECTS OF TEACHER-LEARNER INTERACTION ON ENGLISH LANGUAGE LEARNING ON SECONDARY SCHOOL LEARNERS IN KENYA
Abstract
It is believed that understanding the dynamics of classroom communication is essential because how students learn, talk and act in the classroom greatly influences what they learn. The current study therefore aimed at investigating the socio-cultural linguistic aspects influencing learner participation in the learning of English language in selected secondary schools in Kitui Central Sub-County. The study was prompted by the believe that since language is part of culture and learning takes place in a social environment, there is a need to study the socio-cultural linguistic aspects that influence the learning of English language. The objectives of this study were informed by Hymes (1972) Communicative Language Theory approach that promotes the idea that social and cultural knowledge are prerequisite for understanding and using linguistic forms. The researcher adopted a case study research design and purposive simple random sampling techniques was used to get a sample population of 100 students and 10 teachers of English from the target population of 522 students and 40 teachers of English. Questionnaire, interview guides and observation guide were used to collect data. Quantitative data presented an overview while the qualitative data either confirmed or disconfirmed the quantitative data. The key findings of this study revealed that three categories of classroom verbal interaction often used by teachers were teacher talk, student and silence. Teacher reprimanding students, poor pronunciation, overcorrection, fear to be laughed at, demotivating learners and limited vocabulary hinder learner participation. The study concluded that question and answers method should be emphasized since it influences positive learning outcome. The study further concluded that there is a big influence of Sheng outside classroom.
Article visualizations:
Keywords
Full Text:
PDFReferences
Abdullah Al-Bargi (2017). The impact of teacher questioning on creating interaction in EFL. A discourse analysis. English Language Teaching Journal: vol.10.No.6.
Abdullah, et al (2012) Students participation in classroom: what motivates them to speak up University Kabangsaan, Malaysia. El Sevier, Journal.
Akhyar Rido Loraini Ibrahim, Radham, K. Nambiar (2013). Investigating EFL Master teachers classroom interaction strategies Procedia - Social and Behavioral Sciences, 118 (2014) 420-424 Malaysia.
Alemi, M. (2010) Pedagogical innovations in language teaching methodologies. Journal of Language Learning and Research, Vol.1, No.6, pp. 765-770, November 2010.
Amatobi, D.A. (2013). The influence of gender and attitude differences to student’s achievement. American journal of Research Communication.
Anyanwa, E.C. (2016). Social-cultural influence on effective English communication: Journal of African Studies Vol 6 No 1. July, 2016, Nigeria
Asewe, E.O. (2017). Language of instructions in Kenya: Focus on lower primary in schools in rural areas. International Journal of Education, Learning and Development.Vol.5, No.1 pp17-23, Feb 2017.
Hamauda, A. (2013). An exploration of causes of Saudi students’ reluctance to participate in the English language classroom. An International Journal of English Language Education., No 1.
Yu, W., (2009). An analysis of college English classroom discourse: Asian social science 5(7):152-159.
Zhang, Y., (2008). Classroom discourse and student learning. Asian social science, 4(9), 80-83.
Zhao, X., C. (2014) English as foreign language (EF) learning through classroom interactions. An investigation of participant.
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Evans Ongau Mosima, Kiliku Musyoka Patrick
This work is licensed under a Creative Commons Attribution 4.0 International License.
The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.
Copyright © 2017-2023. European Journal of Literature, Language and Linguistics Studies (ISSN 2559 - 7914 / ISSN-L 2559 - 7914). All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.
