Поиск по каталогу |
(строгое соответствие)
|
- Профессиональная
- Научно-популярная
- Художественная
- Публицистика
- Детская
- Искусство
- Хобби, семья, дом
- Спорт
- Путеводители
- Блокноты, тетради, открытки
An Exploration of Teacher-Student Interactions.
В наличии
Местонахождение: Алматы | Состояние экземпляра: новый |
Бумажная
версия
версия
Автор: Natalia Stepanova
ISBN: 9786202074438
Год издания: 2019
Формат книги: 60×90/16 (145×215 мм)
Количество страниц: 116
Издательство: LAP LAMBERT Academic Publishing
Цена: 32457 тг
Положить в корзину
Позиции в рубрикаторе
Сферы деятельности:Код товара: 220084
Способы доставки в город Алматы * комплектация (срок до отгрузки) не более 2 рабочих дней |
Самовывоз из города Алматы (пункты самовывоза партнёра CDEK) |
Курьерская доставка CDEK из города Москва |
Доставка Почтой России из города Москва |
Аннотация: Today different countries are concerned with a problem of raising the standards of education. There are different approaches to achieve this goal. The educational potential of teacher talk is a growing trend to establish a dialogic classroom and to provide students with an opportunity to express themselves. Together with teacher reflection it can provide teachers with evidence of how effective their teaching is and make some changes to improve it. This study explores and describes one teacher’s questions and feedback types using interaction analysis between a teacher and her students in a Kazakhstani secondary classroom (Teaching English as a Foreign Language). The research questions this study explored were to find out what types of questions and feedback the teacher used in teacher-student interaction and show what teachers can learn about their interactions with the students through reflection. The study used the classroom-oriented research approach. The findings can be useful for other teachers as well as educators since it contributes to the empirical studies on teacher-students interaction and has some implications for teaching.
Ключевые слова: display and referential questions, feedback on content and form, the IRF pattern, Teacher-Student Interaction, Reflective Teaching