IR
T200
انگلیسی
IR
A Comparative Study of Classroom Processes in Iranian High Schools and Private English Institutes
[Thesis]
/جلالی زاده نهند، فریده
December, 2011
Print
Degree of Master of Arts in English Language Teaching (ELT)
Task-based and form-based teaching and learning are of interest to many scholars in the field of English language teaching. Their verbal interaction process characteristics are either different or the same. The main purpose of this study is to illustrate these two sets of verbal interaction processes, in Iranian high schools and private English institutes, to find out similarities and differences between them in terms of the number of occurrences of (1) explicit and implicit error correction (2) referential and display questions (3) turn regulating by the teacher and students (4) teacher-turn and student-turn (5) teacher-talk and student-talk. Using a descriptive observational design, three elementary classes in high schools and three in private English institutes with different teachers were selected. Twelve sessions of each class were observed and audio-recorded by an MP3 player. Findings reveal that high schools and institutes are similar in using these five interaction process characteristics, but there are differences in the degree of using these characteristics, i.e. the degree of using task-based verbal interaction process characteristics in Iranian private English institutes is higher than that of high schools. Since, in the light of the significant findings of this study, the effects of different verbal interaction process characteristics on developing students. English proficiency have been illustrated, this study hopes to attract teacher trainers' attentions on how to manage effective classroom processes..
مقایسه روند اداره کلاس در دبیرستان ها و آموزشگاهها زبان انگلیسی در ایران در سطوح یکسان
Task, referential question
turn taking
explicit error
Jalali Zad, Farideh
ایران
پایان نامهPE,1127,/J2S8,1390
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