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Stance Taking and Identity in Classroom Interactions: A Small Scale Study
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In: PAROLE: Journal of Linguistics and Education; Vol 10, No 1 (2020): Volume 10 Number 1 April 2020; 22-35 ; 23380683 ; 2087-345X (2020)
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| 22 |
LSWSH - Lehrerinnenselbstwirksamkeit im Hinblick auf Unterricht in sprachlich heterogenen Klassen ... : Teacher Self-Efficacy in Linguistically Diverse Classrooms ...
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LSWSH - Lehrerinnenselbstwirksamkeit im Hinblick auf Unterricht in sprachlich heterogenen Klassen ... : Teacher Self-Efficacy in Linguistically Diverse Classrooms ...
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Stangen, I.; Doll, J.. - : ZPID (Leibniz Institute for Psychology Information) – Testarchiv, 2019
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| 25 |
The mediation and organisation of gestures in vocabulary instructions: a microgenetic analysis of interactions in a beginning-level adult ESOL classroom
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Performance for introverts?: Discourse evidence for students' collaborative shaping of social space
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Weber, Silja. - : Department of German, University College Cork, 2019
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| 27 |
Preparing for task: linguistic formats for procedural instructions in early years schooling
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| 28 |
The use of politeness strategies in the classroom context by English university students
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 3, Pp 597-606 (2019) (2019)
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Abstract:
Politeness still becomes a major concern in English language teaching. It is considered as one way to maintain effective classroom interaction. Therefore, as one of the important actors in the class, teachers, and students need to practice politeness as a way to create effective classroom interaction. This study aims to explore the politeness strategies of English students at one of the universities in Makassar. The researcher applied a descriptive qualitative research method to explore the politeness phenomena in EFL classroom interaction. The participants of this research were two classes of English literature program consisting of 50 students. The primary sources of data were the individual student presentations which had been recorded. There were fifty transcriptions of the recording which lasted for five to seven minutes for each presentation. The transcriptions were analyzed and discussed based on the theory of politeness of Brown and Levinson (1987). The findings from this study revealed that English students used different kinds of expressions to encode their politeness in the class. Those expressions were in the forms of greetings, thanking, addressing terms, apologizing, and fillers. There were also some terms derived from students’ vernacular language which were used as a softening mechanism for their presentation. These expressions were categorized as positive and negative politeness. The findings of this study might be used as an input for teachers and students in an effort to create effective classroom interaction.
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Keyword:
classroom interaction; english language teaching; Language. Linguistic theory. Comparative grammar; LC8-6691; P101-410; politeness; politeness strategies; Special aspects of education
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URL: https://doaj.org/article/cfc9f1c533d7460bbfb2c58e1b226f71
https://doi.org/10.17509/ijal.v8i3.15258
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| 29 |
A qualitative study of teacher talk in an EFL classroom interaction in Aceh Tengah, Indonesia
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 3, Pp 525-535 (2019) (2019)
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| 30 |
The analysis of teacher talk and the characteristic of classroom interaction in English for young learner
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In: ELT Forum: Journal of English Language Teaching, Vol 8, Iss 2, Pp 166-174 (2019) (2019)
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AN ANALYSIS OF ENGLISH CLASSROOM INTERACTION USING BROWN’S INTERACTION ANALYSIS SYSTEM (BIAS) AT EIGHT GRADE STUDENTS OF MTS NURUL HIKMAH
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 8, Iss 2, Pp 354-362 (2019) (2019)
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| 32 |
Teacher Identity Construction in Teacher-Student Classroom Interactions
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In: Cross-Cultural Communication; Vol 15, No 4 (2019): Cross-Cultural Communication; 44-50 ; 1923-6700 ; 1712-8358 (2019)
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| 33 |
Gender perspective on teacher-pupil classroom interaction: Feedback and evaluation
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In: Slovenščina 2.0: Empirične, aplikativne in interdisciplinarne raziskave, Vol 7, Iss 2 (2019) (2019)
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What characterizes quality of mathematics classroom interaction for supporting language learners? Disentangling a complex phenomenon
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In: Proceedings of the IV ERME Topic Conferece 'Classroom based-research on mathematics and language' (pp. 49-56) ; https://hal.archives-ouvertes.fr/hal-01856476 ; Proceedings of the IV ERME Topic Conferece 'Classroom based-research on mathematics and language' (pp. 49-56), Mar 2018, Dresde, Germany ; http://www.mathematik.uni-dortmund.de/~prediger/ERME/18-ETC4_Proceedings-Complete.pdf (2018)
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| 35 |
Language Development in Personal and Social Systems: Second Language Development from an Autopoietic Systemic Perspective ...
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| 36 |
Chicken Raising in a Diverse Finnish Classroom: Multidimensional Sustainability Learning
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In: Sustainability ; Volume 10 ; Issue 11 (2018)
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| 37 |
A Case Study of Two Native English Teachers’ Corrective Feedback Behaviors in Foreign Language Classrooms
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An exploration into the play pedagogical practices of an infant teacher: A case study.
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An exploration into the play pedagogical practices of an infant teacher: A case study.
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Classroom Interaction and Language Learning in CLIL contexts
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