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A Teacher’s approach to reluctant speakers in the english classroom: A case study

Moe, Maren
Master thesis
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324_43467149_2.pdf (2.471Mb)
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https://hdl.handle.net/10642/8708
Utgivelsesdato
2019
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  • LUI - Master i Skolerettet utdanningsvitenskap [244]
Sammendrag
This thesis investigates a teacher’s approach to students who experience a reluctance to speak during

assessments within the English classroom. Considering “speaking” is one of the five basic skills in the

Norwegian “English” Curriculum, further research in the field is required to find out how teachers can best

ensure that also reluctant students acquire this skill. There should be a way of catering to a wide range of

learning needs through the lesson activities while, additionally, helping students with a reluctance to speak

publically, perform well and reach their potential, mainly during assessment situations. The question is how

to achieve this most effectively.

This project is a case study based on research concerning how a teacher best tailors his or her teaching to

the students’ needs. The focus has been on a teacher and her 10th grade students. Throughout year 10,

the focus on assessing students increases, in form of both summative and formative assessments, because

this is the year Norwegian students receive their junior high school diploma. This research has been

conducted with a focus on various teaching approaches to motivating reluctant students to speak,

particularly in an assessment setting. Throughout the research process, both learning activities that

inhibited and promoted speaking participation within the English classroom were registered and analyzed. The findings in this study suggest that (1) the more similar the ordinary teaching is to the assessment

situation, the higher the level of participation shown by the students; (2) an engaging and supportive

teacher is crucial to speaking participation with reluctant students; and (3) communicative and activating

speaking activities increase students’ willingness to speak. The measures implemented by the teacher for

the purpose of increasing participation will be discussed in light of relevant empirical research and peerreviewed

studies.
Beskrivelse
Master i skolerettet utdanningsvitenskap
Utgiver
OsloMet - storbyuniversitetet. Institutt for grunnskole- og faglærerutdanning
Serie
SKUT;2019

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