Signaling and preventing misunderstanding in the ESL classroom a case study of Ghana institute of languages

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.