ABSTRACT
The study attempted to investigate the patterns of interaction in English language JSS2 classroom in Mainland Local Government Area of Lagos State, Nigeria. The study equally reviewed some important and extensive literatures under sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions towards the subject matter.In this study, two null hypotheses were formulated and tested with the application of the Pearson Product Moment Correlation Coefficient Statistical tool at 0.05 level of significant. Also, the simple percentage frequency counts were used to analyze the questionnaire responses of the selected respondents together with the research questions for teachers and students respectively. A total of 100 (one hundred) respondents, 50 (fifty) male and 50 (fifty) female teachers were selected for this study. At the end of the data analyses, the following results were obtained thus: There is a significant relationship between the patterns of interaction and students’ performance in English language JSS 2 classroom and there is a significant relationship between classroom interaction and barriers to students’ learning in the English language classroom. Based on the conclusions reached at the end of this study, the following recommendations are made by the researcher: Teachers should not discriminate against their students in the school. They should ensure that all their students are loved and preferred. This will help all the students in different ways in the school. Rather, teachers, irrespective of their gender, should ensure that they do not give preferential treatment to their students so as to avoid being biased against those students they dislike and giving undue advantage to their favourites in the school. Treating students equally by teachers will enhance interactions between the teachers and their students.
Keywords: Patterns, Effectiveness, Interaction, Classroom Teaching and Learning
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Interactions in language classrooms are important social activities for students through which they not only construct knowledge, but also build confidence and identity as competent language users. Learners learn through talking, in other words through verbal interaction. Classroom is the major medium through which teachers teach and students demonstrate what they have learned.
In an in-depth ethnic study of teacher-student interaction, it was found out that students develop multiple identities through their classroom interaction with their language teachers. The study took place in an ESL classroom where native English language teachers are available. Luke and Lin (2007:188) present a telling story about how students negotiate identity and cultural resources, which are “translated into non-institutionally sanctioned language practices and identities” Perhaps, the social knowledge students bring into the classrooms might be those “non-institutional language practices”, which schools and teachers are supposed to build on in order to enhance their learning.