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Tác giả CN
| Vũ, Thị Thanh Hương. |
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Nhan đề
| Lượt lời trong tương tác Thầy - Trò trên lớp học /Vũ Thị Thanh Hương. |
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Thông tin xuất bản
| 2014 |
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Mô tả vật lý
| tr. 25-33 |
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Tùng thư
| Viện Hàn lâm khoa học xã hội Việt Nam. Viện Ngôn ngữ học. |
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Tóm tắt
| This paper examines the turn-taking strategies in secondary classrom interactions. It answers the following two research questions: 1. That turn-taking strategies do teachers and students use in their classroom interactons and 2. How do these turn-taking strategies affect the teaching and learning. The data were collected in a secondary school in the North of Vietnam by video-taping and classroom observations. The results show that most turn-taking in classroom interactions were initiated by teachers and the use all three turn-taking strategies which are Individual nominations, Invitations to bid, and Invitation to reply but Invitation to bid has the highest frequencies ( 57%). Based on the analysis of the advantages and limitations of each strategy for the learning and teaching, the paper recommends that teachers should use more often the strategy of Invitation to bid and reduce the strategy of Invitation to reply. |
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Đề mục chủ đề
| Phương pháp giảng dạy--Tương tác--Lớp học--TVĐHHN |
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Thuật ngữ không kiểm soát
| Classroom interactions |
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Thuật ngữ không kiểm soát
| Turn-taking allocation |
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Thuật ngữ không kiểm soát
| Turn-taking |
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Thuật ngữ không kiểm soát
| Phương pháp giảng dạy |
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Nguồn trích
| Ngôn ngữ.- 2014, Số 11 (306). |
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|
000
| 00000cab a2200000 a 4500 |
|---|
| 001 | 37464 |
|---|
| 002 | 2 |
|---|
| 004 | 47928 |
|---|
| 008 | 160304s2014 vm| vie |
|---|
| 009 | 1 0 |
|---|
| 022 | |a08667519 |
|---|
| 035 | |a1456402878 |
|---|
| 039 | |a20241201162333|bidtocn|c20160304090242|dngant|y20160304090242|zsvtt |
|---|
| 041 | 0 |avie |
|---|
| 044 | |avm |
|---|
| 100 | 0 |aVũ, Thị Thanh Hương. |
|---|
| 245 | 10|aLượt lời trong tương tác Thầy - Trò trên lớp học /|cVũ Thị Thanh Hương. |
|---|
| 260 | |c2014 |
|---|
| 300 | |atr. 25-33 |
|---|
| 362 | 0 |aSố 11 (2014). |
|---|
| 490 | 0 |aViện Hàn lâm khoa học xã hội Việt Nam. Viện Ngôn ngữ học. |
|---|
| 520 | |aThis paper examines the turn-taking strategies in secondary classrom interactions. It answers the following two research questions: 1. That turn-taking strategies do teachers and students use in their classroom interactons and 2. How do these turn-taking strategies affect the teaching and learning. The data were collected in a secondary school in the North of Vietnam by video-taping and classroom observations. The results show that most turn-taking in classroom interactions were initiated by teachers and the use all three turn-taking strategies which are Individual nominations, Invitations to bid, and Invitation to reply but Invitation to bid has the highest frequencies ( 57%). Based on the analysis of the advantages and limitations of each strategy for the learning and teaching, the paper recommends that teachers should use more often the strategy of Invitation to bid and reduce the strategy of Invitation to reply. |
|---|
| 650 | 17|aPhương pháp giảng dạy|xTương tác|xLớp học|2TVĐHHN |
|---|
| 653 | 0 |aClassroom interactions |
|---|
| 653 | 0 |aTurn-taking allocation |
|---|
| 653 | 0 |aTurn-taking |
|---|
| 653 | 0 |aPhương pháp giảng dạy |
|---|
| 773 | |tNgôn ngữ.|g2014, Số 11 (306). |
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| 890 | |a0|b0|c0|d0 |
|---|
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