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@proceedings{1312207, author = {Tůma, František}, booktitle = {International Conference on Language, Literature and Culture in Education}, keywords = {classroom interaction; teacher talk; English as a foreign language; display questions; institutional talk; conversation analysis}, language = {eng}, title = {Display questions in expert teachers’ EFL classes}, year = {2015} }
TY - CONF ID - 1312207 AU - Tůma, František PY - 2015 TI - Display questions in expert teachers’ EFL classes KW - classroom interaction KW - teacher talk KW - English as a foreign language KW - display questions KW - institutional talk KW - conversation analysis N2 - 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. ER -
TŮMA, František. Display questions in expert teachers’ EFL classes. In \textit{International Conference on Language, Literature and Culture in Education}. 2015.
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