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The function of teacher questions in EFL classroom activities in Cambodia: A conversation analytic study
Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
2017 (engelsk)Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
Abstract [en]

The present study aims to examine teacher questions in an English as a foreign language (EFL) classroom with a conversation analytic (CA) approach. Specifically, the study focuses on the sequential position of the teacher questions, and on their function in the management of classroom activities. Two activities in an intermediate leveled English classroom in Cambodia with students aged 20-24 were recorded and subsequently transcribed according to CA conventions. Thereafter, the teacher questions were identified and categorized. The findings showed that there were five categories of questions used by the teacher; that is, understanding checks, activity managing questions, repair regarding understanding and repair regarding accomplishment of task and lastly topic elaboration questions. Each category of question was used in a specific time in order to manage classroom activities, however, the findings also reveal that questions can interfere with the pedagogical focus when they appear out of context and can limit students’ participation in class.

sted, utgiver, år, opplag, sider
2017. , 31 s.
Emneord [en]
Applied linguistics, second language studies, conversation analysis, EFL, teacher questions
HSV kategori
Identifikatorer
URN: urn:nbn:se:su:diva-149649OAI: oai:DiVA.org:su-149649DiVA: diva2:1163643
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Examiner
Tilgjengelig fra: 2017-12-21 Laget: 2017-12-07 Sist oppdatert: 2018-01-13bibliografisk kontrollert

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