Abstract:
This thesis seeks to investigate signals that cause misunderstandings are repaired and
who initiates them, describe the-factors that contribute to these misunderstandings and
explore how to prevent misinterpretation of signalling and misunderstanding in the
classroom. The theoretical framework for this study is drawn to describe the
occurrence, type, frequency, and causes of misunderstanding. Through the
framework, communications accommodation theory assists in explaining the wide
range of accommodative behaviours; this framework was then implemented through a
case study to describe the case under study with a relevant focus on extensively
exploring and understanding rather than confirming and quantifying through
purposive sampling technique using observation and multimedia to collect data. The
data gathered was analysed using the principles of the qualitative data analysis
method the results noted five significant signals, facial movement, and asking
questions, code-switching, gestures, and silence/no expression. Secondly, the results
also identified under-accommodation as a cause of misunderstanding in the
classroom, and Teachers mainly initiate repair in the class. The study showed that
students used different methods to indicate misunderstandings in the classroom, and
the type of accommodation strategy the teacher employs in the classroom can help
control the number of misunderstandings that occur. The teachers' quick response to
repair on the student's behalf could be a setback to their gaining English language
independence as the students do not get enough time to reflect and self-correct,
especially in the lower level classes.
Description:
A thesis in the Department of Applied Linguistics, Faculty of Foreign
Languages Education and Communication, submitted to the School of
Graduate Studies, inpartial fulfilment of the requirement
of the award of the degree of
Master of Philosophy
(Teaching English as a Second Language –TESL)
in the University of Education, Winneba
JUNE, 2023