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ABSTRACT
This study investigated classroom interaction between teachers and pupils during English language lessons in selected Public Primary Schools in Edo State. It examined how language learning takes place during English language lessons amongst pupils who are second language learners of English language. Its aim is to find out the effectiveness of language teaching and learning in EdoBEST initiative.
This study employed discourse-analytic procedures with data from twenty EdoBEST Schools in Ikpoba Okha Local Government Area of Edo State. It is essentially qualitative and the data consists of video recordings of classroom interaction between teachers and pupils during English language lessons. These videos were transcribed using Gail Jefferson transcription symbols for Conversation Analysis. These recordings were then combined with the teacher's computer-based study guide to provide proper description and interpretation of talk in interaction.
This study found that teachers dominate turn taking in the classroom as there are more turns allotted to the teachers than the pupils. A Transition Relevance Place (TRP) is denoted with special signals such as a tap or a snap during classroom interaction. Question–answer type of adjacency pair is frequently used to engage pupils in conversation. This often is followed by feedback to let the pupils know if they are right or wrong. The teacher initiates the First Pair-Part (FPP) while the pupils give the Second Pair-Part (SPP) which can either be a preferred or dispreferred response. Dispreferred responses from pupils are dominant in the classroom, as against the teacher guide which accounts for only preferred responses from pupils. Linguistic creativity is undermined in an EdoBEST classroom. This is done through the use of a teacher guide by teachers while teaching which accounts for what teachers and pupils will say, as such impedes their creativity. Also pragmatic inference is subverted in EdoBEST classrooms during interactions. This is so because teachers and pupils are programmed not to make inferences.
