2015
Display questions in expert teachers’ EFL classes
TŮMA, FrantišekZákladní údaje
Originální název
Display questions in expert teachers’ EFL classes
Autoři
Vydání
International Conference on Language, Literature and Culture in Education, 2015
Další údaje
Jazyk
angličtina
Typ výsledku
Prezentace na konferencích
Obor
50300 5.3 Education
Stát vydavatele
Slovensko
Utajení
není předmětem státního či obchodního tajemství
Označené pro přenos do RIV
Ne
Organizační jednotka
Pedagogická fakulta
Klíčová slova anglicky
classroom interaction; teacher talk; English as a foreign language; display questions; institutional talk; conversation analysis
Změněno: 9. 3. 2016 09:13, doc. Mgr. František Tůma, Ph.D.
Anotace
V originále
Research shows that teachers’ display questions (i.e. questions that typically have only one correct answer, which the teacher already knows at the time of asking) comprise a substantial proportion of teacher talk. Relatedly, display questions are often considered less communicative, non-natural and a resource of teachers’ power. However, from the perspective of institutional talk, they reflect the natural asymmetry inherent to the institutional goals. This claim is supported by presenting selected outcomes of conversation analysis conducted on 13 lessons taught by 13 expert teachers. Special attention is paid to justifying the role of display questions in EFL classroom interaction.
Návaznosti
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