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ID 27354
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title alternative
A Study of the Variability of Teacher' Interaction Patterns in Team Taught and Non-Team Taught English Language Classrooms
creator
Komoda, Yumi
subject
Team-teaching
classroom discourse analysis
インタラクション
英語科授業分析
NDC
Education
abstract
The English language classroom has been shown to have a distinctive interactive pattern which operates between teachers and learners: Initiation-Response-Feedback, or IRF. This ritualized teacher-controlled communication pattern seems to be particularly suited to the Japanese cultural context. However, can a teacher modify his/her interaction strategies in the classroom to fit such instructional patterns as team teaching? Or do the teacher's interaction strategies remain the same regardless of external changes? In the present study, two classroom discourses were observed and analyzed in terms of teacher-learner interactions to investigate whether there was the variability in teachers' interaction patterns. It is hoped that the result of this study will contribute toward raising English teachers' awareness of interaction modifications in classroom settings.
journal title
Bulletin of the Faculty of School Education, Hiroshima University. Part I
volume
Volume 21
start page
25
end page
36
date of issued
1999-01
publisher
広島大学学校教育学部
issn
0387-4850
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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