From the investigation, it was found that in most discourses in the class there are some linguistic displays of power and inequality in the relationship between the lecturer and the student, which is mainly in the lexicon and syntactic use of the language of the lecturers. A recommendation was made to improve learning through the equality of relationships between lecturers and students, especially in classrooms.
Statement of the Problem
Aim and Objectives
Research Questions
Scope of the Study
Significance of the Study
It provides important information and powerful data capable of helping lecturers and students to see the impact of their relationships/interaction in the learning process. This study examines the socio-political issues (power and inequality) in the relationship between lecturers and students, and specifically to propose equality in the aspects of linguistics and interaction in a classroom situation.
A Review of Relevant Literature
- The Concept, Socio-Political Equation
- Social Inequality
- Scholarly Perspectives of Lecturer-Students Relationship
- Lecturers’ and Students’ Expectations
The term is somewhat related to the issue of power and inequality in society (social inequality). Literature shows that a positive relationship between the teacher and students is very necessary and becomes fundamental in the holistic development of students as argued by Hamre & Pianta, (2001). Perhaps even more importantly, Bordia, Wales, Pittam and Gallois, (2006, p. 3) assert that, "the fulfillment of students' expectations can be directly linked to motivation and performance in language learning." For example, the ways in which both the lecturers and the students behave in class can be influenced to a certain extent by their expectations of each other (Tsiplakides & Keramida, 2009).
From the above I can say that it is important to have teachers who are sensitive to the needs and strengths of their students, and who have a supportive relationship with their students, giving them the same opportunities and opportunities to participate in the learning process to take. These opportunities make students feel comfortable and free to interact in class and improve their academic skills. When students have a supportive relationship with their teachers, they feel more motivated and engaged in the learning process.
Concept of Power and Inequality Evident in Lecturer-Students Relationship
Weber, Martin, & Cayanus, 2005 (Mazer, at al., 2013, p. 255), found that when students consider their work in the classroom to be meaningful, have the opportunity to demonstrate their competence, and believe that their contribution is vital to Of course, they are motivated to communicate with their instructors for relational, functional, and participatory reasons. High-interest students perceive a content area as important, are active and involved in the topic, and feel knowledgeable about the subject" (Mitchell, 1993; . Tobias, 1994). According to, Krapp, Hidi, & Renninger, 1992 (cited by Joseph P. Mazer, 2013, p. 256) “Interest is often triggered in the moment by some environmental factor (eg, teacher's behavior) and can be characterized by from the point of view of the cause (conditions giving rise to interest) or from the point of view of the person who is interested.".
It is crucial to be included in a safe environment where students can feel engaged and motivated to learn, share their experiences and demonstrate their competence. Therefore, because classroom interaction is shaped by both teachers and students, the latter should also be seen as important contributors to the power relations in the classroom. When examining the construction of power relations through classroom interaction, the institutional setting and classroom interaction must be taken into account, as the institutional setting has a major influence on the interaction context (Thornborrow 2002).
The Role of Language in identifying socio-political Issues
These studies show that discursive power is not a static phenomenon that someone can possess; rather, it is created by the contributions each participant makes to the interaction. Thus, although institutional and interactional power can be seen as two separate factors, both views are important to construct the overall picture of classroom power relations and to have an influence on each other. Verbal language is the spoken medium of communication, while non-verbal language includes writings, signs and gestures used to express or communicate ideas.
At this point, it is worth mentioning that one of the main roles of language is to identify socio-political issues. He believes that our language, which shapes our social identities and interactions, knowledge systems and beliefs, is also shaped by them. To achieve the goal of helping to raise awareness of the issue that language can influence the dominance of one group over another.
Theoretical Framework
Fairclough’s Critical Discourse Analysis
Interpretation is concerned with the relationship between text and interaction by viewing the text as the product of the production process and as a resource in the interpretation process. The explanation is concerned with the relationship between interaction and social context, with the social determination of the production and interpretation process, and their social effects (pp. 26-27). In the second phase, Critical Discourse Analysis goes through the analysis of the cognitive process of the participants and their interactions.
Like other critical linguists, Wodak recognizes the complexity of the relationship between language and society. This aim especially remains in his later work, which further develops his approach so that it is now one of the most comprehensive frameworks of critical discourse analysis (Fairclough a, 1995b; Chuliaraki and Fairclough, 1999). The range of possible interpretations will be limited and delimited depending on the nature of the text.
Introduction
Research Design
Research Procedure
Method of Data Collection
Instrumentation
Research Participants
Systematic Presentation and Discussion of Findings .0 Overview of Classroom Discourse
Identification of data
The first text was taken from the Faculty of Arts, Department of English and Literature, and the second text from the Faculty of Education (Department of Biological Education). The third text was taken from the Department of History and International Relations, and the last one from the Faculty of Management Sciences (mass communication).
Linguistic Analysis of the texts (Vocabulary, Grammar and Textual Structure)
Lexis
Words like the personal pronoun "you" that he uses when teaching the student about the previous topic are for the student and "I" also refers to him. The lecturer uses an expression that is strung while giving students the steps to answer literary questions and especially questions related to the subject. In addition, there is no reflection of offensive words in the conversations (both TEXT 1 and TEXT 2).
Grammar
The use of these types of sentences is consistent with the tone and mood of the speaker. The lecturer uses explanatory sentences and interrogative sentences to cultivate a good relationship with the students and also to accommodate the students' opinion and participation in the class. The lecturers use these types of sentences to bring out the duty of the students and also to make the class interactive against the dominating lecturers who do not give space for questions and answers from the students.
This presupposes the good relationship between the teachers and the students, because with this the students will be privileged to participate well in the class and create good relations between both sides. In a verbal equivalent to their tonal expressiveness, he seems to employ language belonging to what Martin (1997) calls the "appraisal" system (attitude words that communicate affect, judgment, or appreciation; . words that attempt to engage; or words , expressing force or focus).
The Use of Code-switching
Analysing Text 3 and Text 3
So he said that the lecturer-student relationship is about the interpersonal interaction between the lecturer and the students in the university. For example, from this research, I realized that in the above department, most of the students failed miserably not because they were not well prepared, but because of the wrong impression they had about the lecturer and even the course itself, a very good one. number of students have failed because the lecturer taking the course has mostly failed to encourage the student and not only that, the lecturer has failed to bring out the potentials within. - students' relationships in classroom situations and the focus was on vocabulary while other features are examined.
Research documenting the relationship between a lecturer and a student in a classroom setting sought to explore or interrogate the sociopolitical issues evident in the relationship between a lecturer and a student in the classroom. This research work is divided into five (5) chapters, the first chapter served as a general introduction which deals with the background of the study, statement of the problem, purpose and objectives of the study, research questions and significance of the study among others. The fourth (4) chapter deals with the analysis of observation and interview data, while the fifth (5) chapter of this research paper gives a condensed picture of the whole work, conclusions and recommendations corresponding to the identified problems.
Findings
The meaning of these words is that they have a negative impact on the students both socially, morally and academically. From the interview, it was found that students who fall under these lecturers who have this kind of poor relationship are not motivated, encouraged and also tend to have low academic performance. Moreover, this research also projects the fact that some lecturers are found to make threatening statements such as: "Do you know me?", "Do you know what I can do?".
This presupposes that the students present during these lectures are seen as subordinate to the lecturers, while the lecturers are seen as the superior being in the class. The significance of this is that the students may find it so difficult to relate well and flow well with the teachers in this category and in fact this set of students may be affected emotionally, socially and academically. Nevertheless, this research also found that not all lecturers fall into this category, while we have some with a small or very low degree of positive and good relationship between lecturers and students, there are some other lecturers who have a very good relationship with the students. and this in turn resulted in the students' excellent performance both academically, emotionally and socially, as was ascertained through the interview with the selected students.
Conclusion and Recommendation
Observations of effective teacher-student interactions in middle school classrooms: Predicting student performance with the secondary classroom assessment system. The teacher-student relationship: The importance of developing trust and promoting emotional intelligence in the classroom. Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development.
