TRA CỨU
Các bộ sưu tập
Skip Navigation Links.
Thư mục - Vốn tư liệu
Yes-no questions that convey a critical stance in the language classroom

Yes-no questions that convey a critical stance in the language classroom

 Hansun, Zhang Waring.
 2012
 p. 451-469 English
Ngôn ngữAdult ESL classroom.Classroom practices.Polar questions.Teacher questions.Conversation analysis.Yes-no interrogatives.Classroom discourse.
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
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Adult ESL classroom.
Từ khóa tự do Classroom practices.
Từ khóa tự do Polar questions.
Từ khóa tự do Teacher questions.
Từ khóa tự do Conversation analysis.
Từ khóa tự do Yes-no interrogatives.
Từ khóa tự do Classroom discourse.
Nguồn trích Language and education- 2012, Vol26, N.5
MARC
Hiển thị đầy đủ trường & trường con
TagGiá trị
00000000nab a2200000 a 4500
00140796
0022
00451358
005202007220913
008160822s2012 | a 000 0 eng d
0091 0
035[ ] |a 1456367339
039[ ] |a 20241208231620 |b idtocn |c 20200722091336 |d huongnt |y 20160822085911 |z khiembt
041[ 0] |a eng
100[ 0] |a Hansun, Zhang Waring.
245[1 0] |a Yes-no questions that convey a critical stance in the language classroom / |c Hansun Zhang Waring
260[ ] |c 2012
300[ ] |a p. 451-469
362[ 0] |a Vol. 26 (September 2012)
520[ ] |a 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
650[1 7] |a Ngôn ngữ |2 TVĐHHN.
653[ ] |a Adult ESL classroom.
653[ ] |a Classroom practices.
653[ ] |a Polar questions.
653[ ] |a Teacher questions.
653[ ] |a Conversation analysis.
653[ 0] |a Yes-no interrogatives.
653[0 ] |a Classroom discourse.
773[ 0] |t Language and education |g 2012, Vol26, N.5
890[ ] |a 0 |b 0 |c 0 |d 0