Abstract
M.Ed. (Educational Psychology)
Language educators often struggle to engage learners in lessons centred on literature, and in particular poetry. Previous inquiries have suggested that poetry learning is often viewed in a negative light by learners as it may be considered ambiguous, difficult to understand or it may deal with content that is not relatable to the reader (Yang, Tseng, Liao & Liang, 2013). Poetry is, however, a valuable and highly beneficial pedagogical tool. Poems provide a compact, yet highly effective alternative to lengthy texts which contribute positively to learners understanding of grammar, vocabulary and writing skills, while enhancing their comprehension skills as well as appreciation of poetry and language through encouraging imagination and creativity. (Aravani, 2012; Gill 2015; Yang, Tseng, Liao & Liang, 2013). Interaction theories relate to the way in which social interactions in a learning environment are helpful to construct and reconstruct knowledge in an interactive and meaningful way, ensuring a holistic learning experience. The aim of this study was to assess whether interactions amongst learners in a small group setting would be beneficial to learners understanding while analysing a poem.
This case study followed an ethnomethodology design, within an interpretive paradigm which involved a Conversation Analysis of the discussions and interactions between group members during a poetry lesson and include the teacher facilitating the discussions. The lesson was video recorded, transcribed verbatim and analysed according to Clayman and Gill’s (2004) four levels of analysis. The sequence organisation, turn taking patterns and repair actions were noted in three learning episodes which took place during the lesson. The findings of this research may be used to enhance educators’ understandings of the benefits of analysing a poem in an interactive manner, where discussions are encouraged and effectively guided by the educator in order to enhance learning.