Supporting Language Acquisition through Teacher Questioning

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F15%3A43889256" target="_blank" >RIV/60076658:12410/15:43889256 - isvavai.cz</a>
Result on the web
—
DOI - Digital Object Identifier
—

Result language
angličtina
Original language name
Supporting Language Acquisition through Teacher Questioning
Original language description
The chapter deals with classroom discourse analysis. The main aim of the chapter is to show that within classroom interaction teachers' verbal activities both within the initiation and feedback moves support language acquisition of the learners. We concentrated mainly on the initiation move of which elicitation by the teacher is most common. That is why we studied the types of questions teachers ask and how the types of questions influence learner language in the response move . It is generally believedthat open questions are of higher quality as they give the learners a chance to express themselves, and in addition they promote thinking and elicit more language. We have shown that asking referential, i.e. real questions, in comparison with display questions, is very important to develop classroom interaction and thus promote languge acquisiton. Open questions, though, are not the only key to success. Even teachers who do ask open questions may elicit very little language from the lea
Czech name
—
Czech description
—

Project
—
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year
2015
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Book/collection name
Learner Corpora and English Acquisition (A Collection of Studies),
ISBN
978-80-7395-946-3
Number of pages of the result
13
Pages from-to
173-185
Number of pages of the book
227
Publisher name
Univerzita Pardubice
Place of publication
Pardubice
UT code for WoS chapter
—

Similar results(10)