नेपाली भाषा शिक्षणमा अन्तरक्रियासम्बन्धी शिक्षकको अनुभव Teachers’ Experiences of Classroom Interaction in Nepali Language Teaching

Abstract

भाषाशिक्षण भाषिक सिपहरूको शिक्षण हो । यसलाई भाषा सिकाइको योजनाबद्ध तथा व्यवस्थित कार्यक्रम मानिन्छ । विद्यालय विद्यार्थीहरूको शैक्षिक र सामाजिक पृष्ठभूमि, अनुभव, ज्ञान र अपेक्षाहरू ख्याल गरेर विभिन्न विषयमा अन्तरक्रिया गर्ने ठाउँ हो । यसले भाषा सिकाइलाई सहज तथा प्रभावकारी बनाउन महत्वपूर्ण भूमिका खेल्छ । कक्षाकोठामा हुने अन्तरक्रियात्मक कार्यकलापसम्बन्धी अध्ययनका लागि यो अनुसन्धानको विषय सम्बन्धित गरिएको छ । यस अध्ययनमा नेपाली भाषा शिक्षण गर्ने शिक्षकको कक्षा अन्तरक्रियासम्बन्धी अनुभव पहिचान गर्ने उद्देश्य राखिएको छ । लेख गुणात्मक ढाँचालाई अनुसरण गरी तयार पारिएको छ । यस अध्ययनका लागि मोरङ जिल्लाको रतुवामाई नगरपालिकाका माध्यमिक विद्यालयलाई अध्ययनको क्षेत्र बनाइएको छ । उक्त पालिकामा माध्यमिक तहमा शिक्षण गर्ने पाँच जना शिक्षकसँग अन्तर्वार्ता लिई उनीहरूको अनुभवलाई समेटिएको छ । अन्तर्वार्तालाई रेकर्डिङ गरी लेख्य स्वरूपमा राखेर तिनै आधारमा थिम निर्माण गरिएको छ र तिनै थिमको व्याख्या गरिएको छ । साथै विभिन्न लेख, अध्ययनलाई आधार मानेर द्वितीय स्रोतका सामग्री समेतको प्रयोग गरिएको छ । कक्षाकोठामा हुने प्रभावकारी अन्तरक्रियाले विद्यार्थीको संलग्नता, प्रेरणा र समझलाई बढावा दिन्छ र यसले शैक्षिक रणनीतिहरू तयार गरी सिकाइ परिणाम सुधार गर्न सहयोग पुग्ने निष्कर्ष निकालिएको छ । 

Language teaching is the teaching of linguistic skills. It is considered a planned and systematic program of language learning. Schools are spaces where interaction takes place on various subjects by considering students’ educational and social backgrounds, experiences, knowledge, and expectations. Such interactions play a significant role in making language learning easier and more effective. This study focuses on classroom interactive activities as its main area of inquiry. The objective of this study is to identify teachers’ experiences regarding classroom interaction in Nepali language teaching. The article follows a qualitative research design. For this study, secondary schools in Ratuwamai Municipality of Morang district were selected as the research site. Interviews were conducted with five teachers teaching at the secondary level in the municipality, and their experiences were incorporated into the study. The interviews were recorded, transcribed into written form, and themes were generated and interpreted based on the data. In addition, secondary sources such as various articles and studies were also utilized. The study concludes that effective classroom interaction enhances students’ engagement, motivation, and understanding, and helps in developing instructional strategies that improve learning outcomes.