Verbal Interaction Analysis Of Students Of Social Studies Department At The Institute Of Teacher Preparation And In-Service Teacher Training In Hadhramout In The Light Of Flanders' System 10.35781/1637-013-011-003د. محمد حسن أحمد العامري

Abstract

The main purpose of this study was to examine the degree of students’ use of verbal interaction skills, at the Department of Social Studies at the Institute of Teacher Preparation and In-service Teacher Training in Hadhramout, using Flanders Interaction Analysis system (FIA). It also aims to determine the teachers’ differences in using the verbal interaction skills compared with standard ratios set by Flanders. To achieve the first objective, the researcher has adopted Flanders’ decimal tool to analyze the verbal interaction after examining its validity and calculating its reliability (0.91). The study population consisted of (35)student-teachers (24 males and 11 females) of which 6 male student-teachers and 3 female student-teachers (25% of the population)wererandomly also selected a sample for this study. Means, standard deviations, and percentages were used in tabulating, analyzing, and interpreting the data. The study found that the means of student-teachers’ performance in the behavior patterns of the indirect teacher talk were poor, and that the degree of student-teachers’ use of direct talk was high and this in turn showed that student-teachers dominated a great amount of classroom talkingtime. The study further showed low means of pupils’ initiative, and high means of their silence and noise in the classroom. To achieve the second objective, the researcher determined the student-teachers’ differences in use of the verbal interaction skills compared with the standard ratios set by the Flanders using (T-test). The study found that there were statistically significant differences at the level of significance (0.01) between the means ratios of teacher-students’ verbal interaction based on the Flanders’ standard ratios . Based on these findings, study recommends a well activation of micro-teaching practice at the Institute before allowing student-teachers go to schools for practice teaching.