Addressing Iraqi EFL Teacher/Learner Discourse Interactions in Task-Based Classrooms

Autor/in	Rashid, Bushra Ni'ma
Titel	Addressing Iraqi EFL Teacher/Learner Discourse Interactions in Task-Based Classrooms
Quelle	In: Advances in Language and Literary Studies, 5 (2014) 6, S.204-211 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Foreign Countries; Teacher Student Relationship; Classroom Techniques; English (Second Language); College Second Language Programs; Teaching Methods; Communicative Competence (Languages); Protocol Analysis; Questioning Techniques; Video Technology; Educational Practices; Educational Strategies; Interaction Process Analysis; Observation; Iraq + Suchen Sie Ihr Suchwort? Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Befragungstechnik; Fragetechnik; Bildungspraxis; Lehrstrategie; Prozessanalyse; Beobachtung; Irak
Abstract	Teaching English in an EFL context involves certain difficulties. The most important is how to prepare learners to use the English language so as to be able to participate in conversations inside and outside the class. Six classes at intermediate level (nine hours) were video and audio-taped in their entirety. The study explored recurring patterns of questioning behavior and their interactive effects were observed through nonparticipant observation. The findings of this study indicated that Display questions were used by the teachers more frequently than Referential questions. Also, it was concluded that NOT all Referential questions could create enough interaction. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01