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  • Yes-no questions that convey a critical stance in the language classroom /
Tác giả CN Hansun, Zhang Waring.
Nhan đề Yes-no questions that convey a critical stance in the language classroom /Hansun Zhang Waring
Thông tin xuất bản 2012
Mô tả vật lý p. 451-469
Tóm tắt Despite certain important critiques, much of the work on teacher questions has centered on the distinction between referential and display questions as well as their roles in creating more or less communicative classrooms. With some notable exceptions, few have delved into the specificity of how questions work in the details of classroom interaction. Based on 28 hours of videotaped adult ESL (English as a second language) classroom interaction collected in the United States, this conversation analytic study describes a particular type of yes-no questions used by teachers in environments where some sort of evaluation is relevant, the target of which varies (e.g. learner performance, textbook or a hypothetical linguistic construction). The yes-no question is used to convey a critical stance toward that target, as embodied in both the design and the receipt of these questions. Learners either align or dis-align with that stance. Dis-alignment transpires when the critical stance threatens concerns for learner competence or peer support. The findings contribute to prior literature on the nature of classroom discourse and teacher questions, and as such, can serve as a basis for illuminating and enhancing pedagogical practices
Đề mục chủ đề Ngôn ngữ--TVĐHHN.
Thuật ngữ không kiểm soát Adult ESL classroom.
Thuật ngữ không kiểm soát Classroom practices.
Thuật ngữ không kiểm soát Polar questions.
Thuật ngữ không kiểm soát Teacher questions.
Thuật ngữ không kiểm soát Conversation analysis.
Thuật ngữ không kiểm soát Yes-no interrogatives.
Thuật ngữ không kiểm soát Classroom discourse.
Nguồn trích Language and education- 2012, Vol26, N.5
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039|a20200722091336|bhuongnt|y20160822085911|zkhiembt
0410|aeng
1000|aHansun, Zhang Waring.
24510|aYes-no questions that convey a critical stance in the language classroom /|cHansun Zhang Waring
260|c2012
300|ap. 451-469
3620|aVol. 26 (September 2012)
520|aDespite certain important critiques, much of the work on teacher questions has centered on the distinction between referential and display questions as well as their roles in creating more or less communicative classrooms. With some notable exceptions, few have delved into the specificity of how questions work in the details of classroom interaction. Based on 28 hours of videotaped adult ESL (English as a second language) classroom interaction collected in the United States, this conversation analytic study describes a particular type of yes-no questions used by teachers in environments where some sort of evaluation is relevant, the target of which varies (e.g. learner performance, textbook or a hypothetical linguistic construction). The yes-no question is used to convey a critical stance toward that target, as embodied in both the design and the receipt of these questions. Learners either align or dis-align with that stance. Dis-alignment transpires when the critical stance threatens concerns for learner competence or peer support. The findings contribute to prior literature on the nature of classroom discourse and teacher questions, and as such, can serve as a basis for illuminating and enhancing pedagogical practices
65017|aNgôn ngữ|2TVĐHHN.
653|aAdult ESL classroom.
653|aClassroom practices.
653|aPolar questions.
653|aTeacher questions.
653|aConversation analysis.
6530|aYes-no interrogatives.
6530 |aClassroom discourse.
7730|tLanguage and education|g2012, Vol26, N.5
890|a0|b0|c0|d0

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