Literaturnachweis - Detailanzeige
| Autor/in | Sun, Zuosheng |
|---|---|
| Titel | An Empirical Study on New Teacher-Student Relationship and Questioning Strategies in ESL Classroom |
| Quelle | In: English Language Teaching, 5 (2012) 7, S.175-183 (9 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1916-4742 |
| Schlagwörter | Foreign Countries; Teacher Student Relationship; Questioning Techniques; English (Second Language); Second Language Instruction; Second Language Learning; Questionnaires; Affective Measures; Feedback (Response); Error Correction; China |
| Abstract | Teacher-student relationship and questioning strategies are extremely crucial elements in English teaching and learning. Questioning strategies can influence learners' emotional changes in classroom and the relationship between teachers & students. The affective factors play a very important role in language teaching & learning. Questioning strategy is a fine effective strategy in teacher-student interaction, and it benefits the construction of new teacher-student relationship. Based on the questionnaires concerning current survey of "teacher-student relationship" and "questioning strategies in English classroom", we get the conclusion that the current teacher-student relationship and the questioning situation are not optimistic in teaching English as a second language (ESL). Most of students desire the new, harmonious, democratic teacher-student relationship, and want to show a nice performance in English class, and hope to be questioned in a proper and respectful way. Meanwhile, the paper, based on the affective factors and construction of new teacher-student relationship, puts forward some questioning strategies for construction of new teacher-student relationship. (As Provided). |
| Anmerkungen | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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