IRAL: Exploring teacher-student interaction in task and non-task sequences

Zhu, Yan; Newton, Jonathan M.; Liu, Yue; Shu, Dingfang

Exploring teacher-student interaction in task and non-task sequences / Zhu, Yan (Rights reserved)

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Eingeschränkter Zugang mit Nutzungsbeschränkungen: Das Dokument ist in den Räumen der Zentral- und Landesbibliothek mit dem "Virtuellen Lesesaal der Landesbibliothek" auf allen Internet-Arbeitsplätzen zugreifbar, darf jedoch nicht kopiert, versendet oder in einem Umfang von mehr als 10% ausgedruckt werden. Weitere Informationen.

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fullscreen: Exploring teacher-student interaction in task and non-task sequences / Zhu, Yan (Rights reserved)

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Eingeschränkter Zugang mit Nutzungsbeschränkungen: Das Dokument ist in den Räumen der Zentral- und Landesbibliothek mit dem "Virtuellen Lesesaal der Landesbibliothek" auf allen Internet-Arbeitsplätzen zugreifbar, darf jedoch nicht kopiert, versendet oder in einem Umfang von mehr als 10% ausgedruckt werden. Weitere Informationen.

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Title:: IRAL

Publication:: Berlin [u.a.]: Mouton de Gruyter

Note:: Gesehen am 28.08.09

Scope:: Online-Ressource

ISSN:: 1613-4141

ZDB-ID:: 2033176-9

VÖBB-Katalog:: 15136206

Keywords:: Zeitschrift

Classification:: Pädagogik; Sprache

Collection:: Pedagogy; Sprache

Copyright:: Rights reserved

Accessibility:: Eingeschränkter Zugang mit Nutzungsbeschränkungen

Article

Author:: Zhu, Yan; Newton, Jonathan M.; Liu, Yue; Shu, Dingfang

Title:: Exploring teacher-student interaction in task and non-task sequences

Publication:: Berlin [u.a.]: Mouton de Gruyter, 2025

Language:: English

Information:: Abstract: In TBLT research, there is a noticeable lack of attention to the use of tasks with whole classes. This study seeks to address this gap by investigating the discourse of whole-class task-based teacher-student interaction compared to other types of teacher-student interaction in EFL classrooms in a primary school in China. A total of 223 pedagogic sequences from 16 EFL lessons taught by Chinese teachers to Grade 1 to 5 primary school student were recorded, transcribed, and coded as tasks or non-tasks using the four defining features of tasks proposed by Ellis and Shintani (2014. Exploring language pedagogy through second language acquisition research. London: Routledge). The analysis revealed that 95 sequences were task-based, 44 were non-task-based (i.e. they contained none of the four task features) and a further 84 sequences were also non-task-based but contained some but not all the four task features. In terms of the discourse features of task versus non-tasks sequences, task sequences had a higher ratio of teacher talk to student talk, a higher frequency of IRF exchanges, a lower frequency of teacher-class interaction, a lower frequency of teacher-initiated exchanges, a higher frequency of FoM exchanges and a lower frequency of FoFs exchanges, and a higher frequency of both display and referential questions. Overall, the findings provide process-oriented evidence for the distinctiveness of task-based teacher-student interaction.

Scope:: Online-Ressource

Note:: Kein Open Access; Archivierung/Langzeitarchivierung gewährleistet

Keywords:: teacher-student interaction ; task ; non-task ; sequence ; primary EFL classroom

Classification:: Pädagogik; Sprache

DDC Group:: 370 Erziehung, Schul- und Bildungswesen

URN:: urn:nbn:de:101:1-2509100343401.797137753670

Collection:: Pedagogy; Sprache

Copyright:: Rights reserved

Accessibility:: Eingeschränkter Zugang mit Nutzungsbeschränkungen

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