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An Investigation of Question Types Used in an EFL Pre-Intermediate Classroom
https://nuis.repo.nii.ac.jp/records/2602
https://nuis.repo.nii.ac.jp/records/2602ab211100-5690-4911-b763-f610d7bfc1be
名前 / ファイル | ライセンス | アクション |
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14_ruddick.pdf (814.4 kB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2011-05-23 | |||||
タイトル | ||||||
タイトル | An Investigation of Question Types Used in an EFL Pre-Intermediate Classroom | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | An Investigation of Question Types Used in an EFL Pre-Intermediate Classroom | |||||
言語 | ||||||
言語 | eng | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | Scrivener's ARC | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | restricted language | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | authentic language | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | procedural | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | convergent&divergent questions | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | display Vs referential questions | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Scrivener's ARC | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | restricted language | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | authentic language | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | procedural | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | convergent&divergent questions | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | display Vs referential questions | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
著者 |
Ruddick, Michael
× Ruddick, Michael× Ruddick, Michael |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | In Japan, outside of junior high and high schools, the emphasis on communicative language teaching is still the dominant paradigm for language teachers. The idea behind the communicative method is that students focus on authentic, meaningful interactions rather than the traditional grammar focused methods taught in school. However, just because a language lesson is communicative rather than grammar focused, does not mean that the language produced by the students or the teacher is always real life communication. Much has been written about foreign language classroom discourse and the activities that promote discourse with regards to teacher/student talk and student/student talk. Many researchers have developed ways of investigating classroom discourse that can be used as analytical tools for language teachers to better understand the language used during teacher/student interaction. This article is a study of teacher questions and the effect of those questions on a class of pre-intermediate English Language learners. | |||||
書誌情報 |
新潟国際情報大学情報文化学部紀要 巻 14, p. 41-62, 発行日 2011-04-01 |
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出版者 | ||||||
出版者 | 新潟国際情報大学情報文化学部 | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 1343-490X | |||||
NCID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA11231962 | |||||
著者版フラグ | ||||||
出版タイプ | VoR | |||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 |