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ERIC Number: EJ1128512
Record Type: Journal
Publication Date: 2014-Dec
Pages: 8
Abstractor: As Provided
ISSN: EISSN-2203-4714
Addressing Iraqi EFL Teacher/Learner Discourse Interactions in Task-Based Classrooms
Rashid, Bushra Ni'ma
Advances in Language and Literary Studies, v5 n6 p204-211 Dec 2014
Teaching English in an EFL context involves certain difficulties. The most important is how to prepare learners to use the English language so as to be able to participate in conversations inside and outside the class. Six classes at intermediate level (nine hours) were video and audio-taped in their entirety. The study explored recurring patterns of questioning behavior and their interactive effects were observed through nonparticipant observation. The findings of this study indicated that Display questions were used by the teachers more frequently than Referential questions. Also, it was concluded that NOT all Referential questions could create enough interaction.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iraq
Grant or Contract Numbers: N/A