| Description |
xv, 159 pages : illustrations ; 24 cm |
| Series |
Toronto studies in education |
|
Toronto studies in education.
|
| Contents |
1. Related classroom research -- 2. The study: methodology -- 3. The study: findings -- 4. The study: discussion and conclusion -- 5. Implications for the field -- App A: Sketches of beginning- and advanced-level classrooms -- App B: Classroom observation sheet -- App C: Teacher information sheet -- App D: Characteristics of communication used from FOCUS -- App E: Number of moves by sources -- App F: Pedagogical function of each move by source -- App G: Contextual information on each of twelve lessons |
| Summary |
This book analyzes teacher and student interaction in the context of twelve ESL lessons, with the purpose of exploring the extent of student language output. Research has confirmed that teacher speech dominates the second-language classroom. Not surprisingly, 'teacher talk' has been investigated in numerous studies, but 'student talk' has been largely overlooked: this study addresses that imbalance. Questions are one means of engaging student attention, promoting verbal responses, and evaluating student progress. They facilitate interaction by establishing the topic, the speaker, and the respondent. However, as the author shows, some teacher questions encourage communication while others inhibit it. In this analysis of teacher and student questions and answers, Professor Wintergerst offers new perspective on second-language development and classroom learning in general |
| Bibliography |
Includes bibliographical references and index |
| Subject |
English language -- Study and teaching -- Foreign speakers.
|
|
English language -- Study and teaching.
|
|
Interaction analysis in education.
|
|
Questioning.
|
| LC no. |
95115767 |
| ISBN |
0802029949 |
|
