An evaluation of interactive discourse in Efik language classroom discussions in Calabar
- Project Research
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- NGN 5000
Background of the Study
Interactive discourse in classroom settings is pivotal for effective learning, particularly in the context of language instruction. In Calabar, Efik language classroom discussions embody a rich interplay between traditional communication styles and modern pedagogical practices. Teachers and students engage in dynamic exchanges that incorporate questioning, feedback, and collaborative problem-solving, which enhance learning outcomes (Inyang, 2023). These interactions are characterized by culturally influenced communication patterns such as respectful turn-taking, proverbs, and context-specific expressions that reinforce community values. The interactive nature of classroom discourse facilitates knowledge co-construction and enables learners to internalize both linguistic and cultural elements. Recent studies suggest that interactive discourse contributes significantly to language acquisition and critical thinking, making it an essential focus of educational research (Etim, 2024). This study evaluates the interactive discourse practices in Efik language classroom discussions, aiming to uncover how these practices support language proficiency and cultural continuity, while also addressing challenges posed by modern educational paradigms (Inyang, 2023).
Statement of the Problem
Despite the recognized importance of interactive discourse in language learning, there is limited research on its specific application in Efik language classrooms in Calabar. Existing studies often overlook the interplay between traditional Efik communication patterns and modern teaching methods, leading to a gap in understanding how interactive discourse supports effective learning (Etim, 2024). Additionally, rapid educational reforms and technological interventions may disrupt these traditional interaction patterns. The study aims to address these issues by examining the dynamics of classroom discourse, identifying challenges, and proposing strategies to enhance the quality of interactive learning in Efik language settings.
Objectives of the Study
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To document interactive discourse practices in Efik classrooms.
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To analyze the impact of traditional communication patterns on learning.
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To propose strategies for improving classroom interaction.
Research Questions
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What are the key interactive discourse practices in Efik language classrooms?
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How do traditional communication patterns influence classroom interactions?
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What strategies can enhance interactive discourse in language learning?
Significance of the Study
This study is significant as it highlights the role of interactive discourse in promoting effective language learning and cultural transmission in Efik classrooms. The findings will assist educators, curriculum developers, and policymakers in optimizing classroom practices and preserving indigenous communication methods (Inyang, 2023; Etim, 2024).
Scope and Limitations of the Study
This study is limited to Efik language classroom discussions in Calabar and does not extend to other subjects or educational contexts.
Definitions of Terms
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Interactive Discourse: The dynamic exchange of ideas in a conversational setting.
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Classroom Discussions: Structured verbal interactions in educational settings.
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Efik Language: The indigenous language spoken in Calabar.
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