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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Implementing a Culture of Thinking in Lao EFL Pre-Service Teacher Education: A Case of Reading Phonekeo, Say. - : Victoria University of Wellington, 2020 BASE Show details 2 The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers Jaruteerapan, Paweena. - : Victoria University of Wellington, 2020 BASE Show details 3 Intercultural Language Teaching in Vietnamese Tertiary EFL Classes: A Participatory Action Research Study Tran, Thao. - : Victoria University of Wellington, 2020 BASE Show details 4 The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam Bui, Trang. - : Victoria University of Wellington, 2019 BASE Show details 5 Enhancing pronunciation teaching in the tertiary EFL classrooom: A Vietnamese case study Nguyen, Loc Tan. - : Victoria University of Wellington, 2019 BASE Show details 6 Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension Nguyễn, Chí Đức. - : Victoria University of Wellington, 2017 BASE Show details 7 Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University Mukai, Shota. - : Victoria University of Wellington, 2017 BASE Show details 8 In pursuit of intercultural communicative competence: An investigation into English language policy and practices at a private university in Indonesia Siregar, Fenty Lidya. - : Victoria University of Wellington, 2016 BASE Show details 9 Theatre as TBLT: The implementation of theatre in a high school EFL Oral Communication course in Japan Reid, Robin David. - : Victoria University of Wellington, 2015 BASE Show details 10 The effect of input, repetition and metacognitive awareness on task performance in South Korean EFL classes Manning, Shaun Justin. - : Victoria University of Wellington, 2014 BASE Show details 11 Tasks in action in Vietnamese EFL high school classrooms: The role of rehearsal and performance in teaching and learning through oral tasks Nguyen, Thi Bao Trang. - : Victoria University of Wellington, 2013 BASE Show details 12 Study Abroad and Its Effect on the Pragmatic Performance of English Requests by Hong Kong English Language Students Wai-Cook, Misty So-Sum. - : Victoria University of Wellington, 2012 BASE Show details 13 An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam Ho, Si Thang Kiet. - : Victoria University of Wellington, 2011 BASE Show details 14 Applying linguistic research to real world problems: the social meaning of talk in workplace interaction Holmes, J.; Joe, Angela; Marra, Meredith. - : De Gruyter Mouton, 2011 BASE Show details 15 The Use of L1 and the TL in Focus on Form and Its Impact on Uptake, Noticing and Language Development Truong, Hong Hue Minh. - : Victoria University of Wellington, 2010 BASE Show details 16 Examining the Language Learning Potential of a Task-Based Approach to Synchronous Computer-Meditated communication Nik Mohd Alwi, Nik Aloesnita bt.. - : Victoria University of Wellington, 2010 BASE Show details 17 Interactions during teacher-fronted class time of English classes in a Chinese university Xie, Xiaoyan. - : Victoria University of Wellington, 2008 Abstract: This research employs an ethnographic approach to examine teacher-student interaction during teacher-fronted classroom time in classrooms for English majors in a Chinese university. It involves two teachers and their respective classes. The data was collected through classroom observing, audio- and video-taping, oral report, interviewing and stimulated reflection across a two and a half month period. The data is analyzed qualitatively, using Nvivo as the main research tool and grounded theory as the approach. Informed by Vygotsky's (1978) sociocultural theory which puts talk at the core of successful teaching and learning, the analysis presented explores the patterns of interaction established in the two classes and learning opportunities embedded in them through the way the teachers interacted with their students. Erickson's (1982) constructs: academic and social participation structures, were adopted as the main frames for analyzing the data since these allow the integration of pedagogical and interactional aspects of teacher-student interaction. Analysis of the academic participation structures in the two classes revealed a traditional textbook-directed, teacher-controlled transmission mode of teaching with the focus on rote learning, vocabulary, mechanical practice, recalling from memory and knowledge rather than on language skill, meaningful interaction, understanding and method. Students were afforded fewer opportunities to participate meaningfully in classroom interaction. The teachers controlled not only the topics of academic learning but the way to learn the content. Analysis of the social participation structures showed that the teacher-student interaction was dominated by the teacher-initiated monologic IRF sequence with the I move mainly used to initiate known-information questions and the F move used to both evaluate and carry on with more instruction. The data shows how the heavy reliance on the strict IRF constrained the students' opportunities to participate in classroom discourse and to develop cognitively and linguistically. At a more general level, reliance on the IRF also shaped and constrained the students' epistemologies and learning styles. However, the picture that emerged was not all bleak. Both teachers allowed for variations to the ways the students participated, allowing the students some choice over when and how to participate. In spite of a relaxed participatory control, student initiations still rarely occurred. Consistent with the holistic nature of qualitative research, the current research also investigated contextual issues which shaped the teacher-student interaction. A range of issues were identified which largely arose from the teachers' view of language and language learning and their lack of professional development. The students were also found responsible for the interactive environment: they shared a lot of their teachers' view of language and language learning, and their cultures of learning, limited language resources and anxiety also contributed to their passive speech role, thus allowing their teachers to play a dominant role in classroom discourse unchallenged. Based on the analysis, a range of pedagogical implications have been suggested addressing academic and social participation structures and professional development of the teachers and contextual issues. The thesis concludes by proposing directions for future research. Keyword: English classes in a Chinese university; Sociocultural theory; Teacher-student interaction URL: http://hdl.handle.net/10063/829 BASE Hide details 18 Task-Based Interaction Among Adult Learners of English and Its Role in Second Language Development Newton, Jonathan Mark. - : Victoria University of Wellington, 1993 BASE Show details

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