The Roll of Teachers Questions in Efl Classroom Interaction
| dc.contributor.advisor | Tadesse, Gessesse (PhD) | |
| dc.contributor.author | Gebrehiwot, Habtamu | |
| dc.date.accessioned | 2018-07-11T08:13:01Z | |
| dc.date.accessioned | 2023-11-09T04:05:49Z | |
| dc.date.available | 2018-07-11T08:13:01Z | |
| dc.date.available | 2023-11-09T04:05:49Z | |
| dc.date.issued | 2009-12 | |
| dc.description.abstract | The purpose of this study was to explore the role of EFL teachers’ classroom questions for students’ classroom interaction. To achieve this purpose, Merafe Secondary School in Addis Ababa was selected. Three teachers on voluntary base were observed and recorded while teaching grade 9 students. The recorded lessons were transcribed and used as a major source of data for the study. Questionnaires for both grade 9 students’ and teachers’ were also administered and used as a supplementary source of data. Based on the obtained data, Questioning is found to be the second most frequently practiced activities of EFL classroom in the observed lesson. The EFL teachers’ classroom questions is found to play the roll of initiating IRF (Initiate- Response and Feedback) patterns of classroom interaction and not going beyond that up to meaning negotiations and real language use. The reasons behind the limited roll of teachers classroom questions on initiating IRF patterned classroom interaction, according to this study, are found to be high number of lower-level questions, faulty in questioning and poor nomination focus. Based on the findings of the study recommendations are also given | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/7915 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Questions | en_US |
| dc.title | The Roll of Teachers Questions in Efl Classroom Interaction | en_US |
| dc.type | Thesis | en_US |