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Is communicative balance essential?
2005 (English)Independent thesis Basic level (degree of Bachelor)Student thesis
Abstract [en]

The purpose of this essay was to explore if the classrooms today, in secondary schools, show a communicative balance between the students and the teacher. I also wanted to investigate if it is important for all teachers to strive for a communicative balance in the classroom. In order to gain an in-depth understanding this investigation is based on tape-recorded classroom studies in three different schools, two of these schools being in England. I have also studied the fieldwork which has already been carried out and found that many experts and researchers believe there are two different teaching formats in schools today. The first format, the teacher-focused format, is where the teacher is the main focus in the classroom; the alternative format, the student-focused format, is identified by the students being the main focus in the classroom. Some researchers believe that the student-focused format is unquestionably the ultimate format all teachers should apply. Communicative balance has been proven to be important in order to maintain students' confidence; many researchers agree that by adopting a communicative balance in the classroom the teacher increases students' motivation and interest in the subject. My results show that students’ developments and achievements are often neglected in this discussion and that the student-focused format was not readily applied. I observed several successful lessons where the students were heavily involved, but these lessons would still, according to some researchers, be considered to fit into the teacher-focused format. The outcome of my study shows that researchers are focusing too much on the communicative balance in today's classrooms. The key is not how much the teacher communicates, but how and if the students are allowed to make themselves heard. It is not essential to strive for a communicative balance, what is important are the students' achievements and academic results. Nyckelord: Communicative balance, involvement, teacher, student, confidence, results, achievements.

Place, publisher, year, edition, pages
2005. , 33 p.
Identifiers
URN: urn:nbn:se:kau:diva-53770Local ID: ENG C-17OAI: oai:DiVA.org:kau-53770DiVA: diva2:1102330
Subject / course
English
Available from: 2017-05-29 Created: 2017-05-29

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  • apa
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