Teacher-student power relationships in language classrooms: a comparative case study in ESL and EFL contexts
Date
1999
Authors
Korompot, Chairil Anwar
Editors
Advisors
Mühlhäusler, Peter
Mickan, Peter
Mickan, Peter
Journal Title
Journal ISSN
Volume Title
Type:
Thesis
Citation
Statement of Responsibility
Conference Name
Abstract
The aim of this comparative case study is to investigate the representation and realisation of aspects of teacher-student power relationships (TSPR) by the teachers and students of an Australian ESL study centre and those of its Indonesian EFL counterpart in order to investigate the relevance of the power sharing concept in different contexts of second language learning. This study is concerned with four research questions. These have been formulated in terms of (a) the contextual factors of TSPR, (b) the teachers' and students' perceptions of and experiences with the principal acts of TSPR, (c) the students' learning style preferences that reflect their power relational representation, and (d) the realisation of TSPR practices in classroom interactions in the Australian and Indonesian contexts. Previous and current studies on student autonomy and empowerment (SA and SE), student-centred (language) learning (SCL), communicative language teaching (CLT) and TSPR are reviewed to provide a rationale for the investigation. The study proposes that power sharing issues should be 'embraced' comprehensively before taking further steps in applying such modern approaches as SCL and CLT in ESL and EFL pedagogy. This study employs non-experimental methodology in collecting the data using interviews, questionnaires investigating TSPR and the students' learning style preferences, as well as classroom observation. The quantitative and qualitative data yielded were processed, analysed, presented and discussed interpretively in qualitative terms. The findings of the study are expected to contribute more insights into the contextual factors worthy of consideration in applying modern approaches to ELT in different settings of teaching and learning, and to support the establishment of student autonomy as the central goal in learning and communicative competence in L2 pedagogy.
School/Discipline
Centre for European Studies and General Linguistics
Dissertation Note
Thesis (MA) -- University of Adelaide, Centre for European Studies and General Linguistics, 1999
Provenance
This electronic version is made publicly available by the University of Adelaide in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. This thesis may incorporate third party material which has been used by the author pursuant to Fair Dealing exceptions. If you are the owner of any included third party copyright material you wish to be removed from this electronic version, please complete the take down form located at: http://www.adelaide.edu.au/legals