Supporting Language Acquisition through Teacher Questioning

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Supporting Language Acquisition through Teacher Questioning

Popis výsledku v původním jazyce

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

Název v anglickém jazyce

Supporting Language Acquisition through Teacher Questioning

Popis výsledku anglicky

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

Druh

C - Kapitola v odborné knize

CEP obor

AI - Jazykověda

OECD FORD obor

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Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Learner Corpora and English Acquisition (A Collection of Studies),

ISBN

978-80-7395-946-3

Počet stran výsledku

13

Strana od-do

173-185

Počet stran knihy

227

Název nakladatele

Univerzita Pardubice

Místo vydání

Pardubice

Kód UT WoS kapitoly

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