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ERIC Number: EJ810194
Record Type: Journal
Publication Date: 2008-Mar
Pages: 16
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0218-8791
Teacher-Student Talk in Singapore Chinese Language Classrooms: A Case Study of Initiation/Response/Follow-Up (IRF)
Liu, Yongbing
Asia Pacific Journal of Education, v28 n1 p87-102 Mar 2008
In this article, I analyse the initiation/response/follow-up (IRF) exchanges between teachers and students in teacher-fronted instruction by using transcribed classroom data. Adopting a social constructivist position, I examine ways in which teachers construct or reduce students' learning opportunities in these communications. Furthermore, I demonstrate how language is used to serve the functions of mediation and to provide learning opportunities. Although teachers talk most of the time and control most of the turns, I argue that teachers can improve their talk and control in their fronted instruction to optimise student contributions and to facilitate students' learning. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore