Teacher Questions: Mediated-Learning Behaviors Involved in Teacher-Student Interaction During Whole-Class Instruction in Chinese English Classrooms
| Autor: | Robyn M. Gillies, Huifang Liu |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Class instruction
whole-class instruction 050101 languages & linguistics media_common.quotation_subject 05 social sciences 050301 education Education (General) Variety (linguistics) referential questions Education Mediated learning mediated-learning behavior ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences Conversation L7-991 Student learning Psychology 0503 education teacher questions display questions media_common |
| Zdroj: | Frontiers in Education, Vol 6 (2021) |
| ISSN: | 2504-284X |
| DOI: | 10.3389/feduc.2021.674876 |
| Popis: | Teacher questions have long been considered important in mediating students’ learning in language classrooms. This paper examined the mediated-learning behaviors involved in teacher questions during whole-class instruction in high schools of China. Five lessons of different topics were observed. Conversation analytic approach was applied to analyze teachers’ verbal interactions with students during whole-class teaching. Teachers’ questions and students’ responses were transcribed and categorized as display questions or referential questions. The mediated-learning behaviors involved in the two types of questions were discussed by presenting six sessions of interaction. The study investigated which question type initiated the interaction involving more variety of mediated-learning behaviors and what pedagogical implications this may have for teacher questioning techniques that enhance student learning. The study found the interactions initiated by referential questions contain more varieties of mediated-learning behaviors. This study suggests that teachers need to be encouraged to use referential questions more frequently whether in display interactions or in referential interactions. |
| Databáze: | OpenAIRE |
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