Linguistic Choices of Interlocutors in the Classroom and Understanding of Science

Abstract

The study was based on classroom interaction to identify linguistic choices
among participants to understand concepts of science. Two classes of 7th
grade students of a private sector school were observed during classroom
teaching of a unit taught in nine sessions. The study employed mix method
approach with convergent parallel mix method design. Quantitative data
was based on students’ conceptual understanding measured through pretest post-test procedure using a worksheet based on concepts of the unit
observed during teaching. The qualitative data was based on classroom
audio recordings during teaching of this unit completed in nine sessions,
each session was equal to 40 minutes. Paired sample t-test was used to
analyze quantitative data while NVivo software was used to analyze text
data based on audio recordings. Some significant words, questions words,
styles and phrases were identified in the text of classroom interaction
followed by productive discussion which enhanced students understanding
of science. The findings also highlighted the importance of linguistic
choices made during classroom interactions played role in students’
participation and their learning opportunity.