Abstract:
This study sought to analyse all instances of simultaneous talk in classroom discourse. The study specifically ascertained the kind of interruptions and overlaps that occurred in the classroom discourse, determined the functions of interruptions and overlaps in the classroom discourse and examined the effects of interruptions and overlaps in the classroom discourse. The researcher adopted the qualitative research approach and case study design. The target population of this study constituted Junior High School (JHS) pupils from Bediako Memorial Institute, Gateway School Complex and Jonasu Academy in Kasoa, a town in the Central Region of Ghana. The researcher utilised recorded classroom lessons to form the basis for the qualitative analysis. The result showed that interruptions such as silent interruptions, butting-in interruption, simple interruption as kinds of interruptions while choral overlap, transitional overlap, conditional access to the turn as the kinds of overlap that occurred in the classroom.
The study revealed that topic repair, topic shift, means of showing power, means of showing interest topics under discussion are the major functions of interruptions and overlap in the classroom discourse. The study again revealed that interruptions and overlaps functioned as a signal of solidarity, unity and cohesion in the classroom discourse. On effect, understanding of subject matter and consistency and coherence are the result of interruptions and overlap in the classroom discourse. Based on these, it is argued that interruptions and overlaps in classroom discourse are key elements that foster understanding between teachers and students in the classroom.
Description:
A Thesis in the Department of English Education, Faculty of Foreign Languages Education and Communication, submitted to the School of Graduate Studies, in Partial fulfilment of the requirements for the award of
Master of Philosophy in English Language Degree
in the University of Education, Winneba
