The use of adjacency pairs in a spontaneous group discussion with form six students
Knowledge of interaction strategies is of utmost importance in determining a smooth flow of conversation or discussion. This study aimed to observe how interaction strategy training with explicit instruction of adjacency pairs might effect the development of conversational proficiency among low p...
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| Format: | Thesis |
| Language: | English |
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2008
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| Online Access: | https://eprints.ums.edu.my/id/eprint/17632/1/The%20use%20of%20adjacency%20pairs.pdf |
| _version_ | 1796909605566021632 |
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| author | Clarice Joannes |
| author_facet | Clarice Joannes |
| author_sort | Clarice Joannes |
| collection | UMS |
| description | Knowledge of interaction strategies is of utmost importance in determining a
smooth flow of conversation or discussion. This study aimed to observe how
interaction strategy training with explicit instruction of adjacency pairs might
effect the development of conversational proficiency among low proficient
learners. The target population involved in this study were low proficient
Form Six students in one of the secondary schools at Kunak District. Samples
taken had very limited vocabulary in English Language, thus they were
unable to participate actively in group discussion and very reluctant to speak.
This had caused low score for their MUET Speaking Test. In this study,
adjacency pairs (question-answer) were introduced to these learners as a
technique in collaborative learning. There were treatment and control groups
involved in this study. The data were collected through direct observation.
These learners were required to sit for pretest and posttest. It was revealed
that after the training the treatment group had used more instances of
interaction strategies compared to the control group. Question and answer
form were most effectively used in maintaining conversation, selecting
speaker and encouraging a reply. The findings showed that the treatment
group were more confident in their discussion. They were always alert to the
ongoing discussion because questions were posed at the end their speech.
Therefore, from the findings of this study it did show that explicit instruction
of adjacency pairs facilitates these learners in their discussion |
| first_indexed | 2024-03-06T02:52:35Z |
| format | Thesis |
| id | ums.eprints-17632 |
| institution | Universiti Malaysia Sabah |
| language | English |
| last_indexed | 2024-03-06T02:52:35Z |
| publishDate | 2008 |
| record_format | dspace |
| spelling | ums.eprints-176322017-11-23T05:14:28Z https://eprints.ums.edu.my/id/eprint/17632/ The use of adjacency pairs in a spontaneous group discussion with form six students Clarice Joannes LB Theory and practice of education Knowledge of interaction strategies is of utmost importance in determining a smooth flow of conversation or discussion. This study aimed to observe how interaction strategy training with explicit instruction of adjacency pairs might effect the development of conversational proficiency among low proficient learners. The target population involved in this study were low proficient Form Six students in one of the secondary schools at Kunak District. Samples taken had very limited vocabulary in English Language, thus they were unable to participate actively in group discussion and very reluctant to speak. This had caused low score for their MUET Speaking Test. In this study, adjacency pairs (question-answer) were introduced to these learners as a technique in collaborative learning. There were treatment and control groups involved in this study. The data were collected through direct observation. These learners were required to sit for pretest and posttest. It was revealed that after the training the treatment group had used more instances of interaction strategies compared to the control group. Question and answer form were most effectively used in maintaining conversation, selecting speaker and encouraging a reply. The findings showed that the treatment group were more confident in their discussion. They were always alert to the ongoing discussion because questions were posed at the end their speech. Therefore, from the findings of this study it did show that explicit instruction of adjacency pairs facilitates these learners in their discussion 2008 Thesis NonPeerReviewed text en https://eprints.ums.edu.my/id/eprint/17632/1/The%20use%20of%20adjacency%20pairs.pdf Clarice Joannes (2008) The use of adjacency pairs in a spontaneous group discussion with form six students. Masters thesis, Universiti Malaysia Sabah. |
| spellingShingle | LB Theory and practice of education Clarice Joannes The use of adjacency pairs in a spontaneous group discussion with form six students |
| title | The use of adjacency pairs in a
spontaneous group discussion
with form six students |
| title_full | The use of adjacency pairs in a
spontaneous group discussion
with form six students |
| title_fullStr | The use of adjacency pairs in a
spontaneous group discussion
with form six students |
| title_full_unstemmed | The use of adjacency pairs in a
spontaneous group discussion
with form six students |
| title_short | The use of adjacency pairs in a
spontaneous group discussion
with form six students |
| title_sort | use of adjacency pairs in a spontaneous group discussion with form six students |
| topic | LB Theory and practice of education |
| url | https://eprints.ums.edu.my/id/eprint/17632/1/The%20use%20of%20adjacency%20pairs.pdf |
| work_keys_str_mv | AT claricejoannes theuseofadjacencypairsinaspontaneousgroupdiscussionwithformsixstudents AT claricejoannes useofadjacencypairsinaspontaneousgroupdiscussionwithformsixstudents |