Difference between revisions of "Karimpout-Yaqubi2017"
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Revision as of 08:18, 10 October 2017
| Karimpout-Yaqubi2017 | |
|---|---|
| BibType | ARTICLE |
| Key | Karimpout-Yaqubi2017 |
| Author(s) | Sedigheh Karimpour, Baqer Yaqubi |
| Title | Teachers’ Understanding-Check Practices and
Learners’ Following Orientations in EFL Classroom Interaction: A Conversation Analytic Study |
| Editor(s) | |
| Tag(s) | EMCA, EFL, Understanding, Questions |
| Publisher | |
| Year | 2017 |
| Language | English |
| City | |
| Month | |
| Journal | Khazar Journal of Humanities and Social Sciences |
| Volume | 20 |
| Number | 3 |
| Pages | 26-49 |
| URL | Link |
| DOI | 10.5782/2223-2621.2017.20.3.26 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
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| Howpublished | |
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| Chapter | |
Abstract
Teachers’ questioning practice as one of the typical and fundamental interactional tools in L2 teaching and learning dominates classroom discourse, a practice which constitutes one of the principal ways in which teachers employ questions in order to guide cognitive and linguistic development of their learners (Brock, 1986; Walsh, 2006). Much of L2 research on teacher questions so far has been quantitative studies focusing on identifying different question types and the role of such questions in language acquisition. While questions are present in instructional contexts, developing effective questioning strategies seems to be a challenging task for L2 teachers. Thus, the investigation of teacher questions seems essential to understand their effects on language learners’ practice and also their education (Yaqubi & Mozaffari, 2011).
Notes
