Academic literature on the topic 'Classroom interaction'
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Journal articles on the topic "Classroom interaction"
Gündüz, Müge. "Analysing language classrooms through classroom interaction." International Journal of Human Sciences 11, no. 2 (November 24, 2014): 1149. http://dx.doi.org/10.14687/ijhs.v11i2.3044.
Full textAcosta Ortega, Laura. "La reparación en la interacción oral de estudiantes de ELE: comparación entre interacciones de práctica en el aula e interacciones en contextos de evaluación." Pragmática Sociocultural / Sociocultural Pragmatics 5, no. 2 (November 27, 2017): 219–50. http://dx.doi.org/10.1515/soprag-2017-0018.
Full textWilson, Ken. "Classroom Interaction." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 7, no. 2 (1987): 36–39. http://dx.doi.org/10.3406/apliu.1987.1928.
Full textAghbar, Ali A., and Ann Malamah-Thomas. "Classroom Interaction." TESOL Quarterly 23, no. 1 (March 1989): 141. http://dx.doi.org/10.2307/3587519.
Full textYulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (July 5, 2019): 184–98. http://dx.doi.org/10.31943/wej.v2i2.35.
Full textYulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (September 1, 2018): 184–98. http://dx.doi.org/10.31943/wej.v2i2.361.
Full textArisandi, Bobi. "Classroom Interaction Patterns in EFL Task- Based Classroom." Journal of ELT Research 3, no. 2 (July 23, 2018): 186. http://dx.doi.org/10.22236/jer_vol3issue2pp186-192.
Full textSundari, Hanna, Zainal Rafli, and Sakura Ridwan. "INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS." English Review: Journal of English Education 6, no. 1 (December 23, 2017): 99. http://dx.doi.org/10.25134/erjee.v6i1.775.
Full textYu, Huiju, Gaojun Shi, Jiaping Li, and Junfeng Yang. "Analyzing the Differences of Interaction and Engagement in a Smart Classroom and a Traditional Classroom." Sustainability 14, no. 13 (July 5, 2022): 8184. http://dx.doi.org/10.3390/su14138184.
Full textBusher, Hugh. "Recording classroom interaction." Research in Education 42, no. 1 (November 1989): 37–43. http://dx.doi.org/10.1177/003452378904200104.
Full textDissertations / Theses on the topic "Classroom interaction"
Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко, and Larysa Volodymyrivna Andreyko. "Classroom interaction in teaching English." Thesis, Publishing House «Education and Science», 2014. http://essuir.sumdu.edu.ua/handle/123456789/59598.
Full textРозглядаються різні види взаємодії: студент-викладач, студент-студент. Надаються практичні рекомендації щодо організації роботи в парах та групах.
Khoo, Rosemary Ghim Choo. "Interaction dynamics of classroom discourse." Thesis, Khoo, Rosemary Ghim Choo (1988) Interaction dynamics of classroom discourse. PhD thesis, Murdoch University, 1988. https://researchrepository.murdoch.edu.au/id/eprint/51375/.
Full textPilon, Daniel. "Software tools for improving classroom interaction." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10266.
Full textShaw, Dara Gay. "Cross-cultural gender dynamics in classroom interaction the adult ESOL classroom /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1811.
Full textTitle from document title page. Document formatted into pages; contains xx, 401, 2 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 263-275).
Pang, Po-yee Patricia, and 彭寶儀. "Institutional talk: question-answer sequencesin classroom interaction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B26839568.
Full textPretorius, Lizelle. "The nature of teacher-learner classroom interaction." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95955.
Full textENGLISH ABSTRACT: Teacher-learner classroom interactions are beautiful yet intricate. This phenomenon forms part of the lifespan of most individuals and occurs every day in classrooms worldwide. As a beginner teacher I have personally experienced a vast array of classroom interactions which at times have left me speechless, upset or confused. However this particular study enabled me to view interaction from a different angle, as I had the privilege of observing interaction from an outside(r) perspective. In this study the aim is thus to provide its reader with greater insight and understanding of the nature of teacher-learner classroom interactions. It also sheds light on the core constituents of teacher-learner interactions and how these influence teaching and learning processes and eventually the teacher-learner relationship. Three main concepts that emerged from the onset of the study are pedagogy, power and affect which not only strongly emanated from the literature but eventually also from the research findings. A qualitative study was undertaken by means of a collective case study research design. Observation was conducted in two grade nine classrooms at two different schools. In both cases findings in eight categories emerged, namely power, teacher behaviour, pedagogy, teacher affect, communication, learner behaviour, human qualities and characteristics and relational aspects. The findings suggest that teachers develop Emotional Intelligence strategies not only to enhance relationship building or teacher-learner interactions but also to maintain a certain level of emotional well-being. Teachers should also aim to incorporate a critical pedagogy approach and learner empowerment in their teaching practice to prepare the contemporary adolescent for a rapidly changing modern society.
AFRIKAANSE OPSOMMING: Onderwyser-leerder interaksie is besonders maar kompleks. Die fenomeen vorm deel van die lewensduur van meeste individue en speel homself daagliks uit in klaskamers wêreldwyd. As ‘n beginner onderwyseres het ek eerstehandse ervaring van klaskamer interaksie. By tye, het interaksies met leerders my al sprakeloos, verward en ontsteld gelaat. Hierdie studie het my egter in staat gestel om interaksie vanuit ‘n ander oogpunt te beskou. Ek was bevoorreg genoeg om onderwyser-leerder klaskamer interaksie vanuit die perspektief van ‘n buitestaander te aanskou. Hierdie studie poog om die leser se kennis en begrip aangaande die aard van onderwyser-leerder klaskamer interaksie uit te brei. Dit werp ook lig op kern aspekte van dié interaksie en hoe dit onder meer onderrig- en leerprosesse, sowel as die onderwyser-leerder verhouding beïnvloed. Drie vername konsepte wat vanuit die literatuur spruit sluit in: pedagogie, mag en die affektiewe wat ook uiteindelik sterk na vore in die bevindinge kom. ‘n Kwalitatiewe studie is onderneem aan die hand van ‘n gesamentlike gevallestudie. Waarnemings is gemaak in twee graad nege klasse by twee verskillende skole. In albei gevalle het die data bevinindings in agt kategorieë gelewer, naamlik: mag, onderwyser gedrag, pedagogie, onderwyser affek, kommunikasie, leerder gedrag, menslike karaktereienskappe en verhoudings-aspekte. Vanuit die bevindinge word voorgestel dat onderwysers Emosionele Intelligensie strategieë ontwikkel. Hierdie strategieë kan onder meer bydra tot ‘n beter verhouding tussen onderwysers en leerders en onderwysers baat ten opsigte van hul persoonlike emosionele welstand. Daarbenewens, kan onderwysers hulself wend tot ‘n kritiese pedagogiese onderrigbenadering asook die bemagtiging van hul leerders om uiteindelik die kontemporêre adolessent vir die moderne samelewing voor te berei.
Bergsleithner, Joara Martin. "Grammar and interaction in the EFL classroom." Florianópolis, SC, 2002. http://repositorio.ufsc.br/xmlui/handle/123456789/82346.
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O objetivo da presente dissertação é investigar, através de uma perspectiva sócio-cultural, como um grupo de aprendizes lidam com a gramática numa sala de aula de inglês como língua estrangeira (LE) ambos com o seu professor e entre eles mesmos. Com essa finalidade, este estudo objetiva investigar as seguintes questões: a) se o professor e os aprendizes enfocam na forma; b) como o professor e os aprendizes lidam com forma, função e significado; c) quais mecanismos de consciência lingüística são desenvolvidos; e d) quais elementos discursivos são usados nos episódios de foco na forma. O Capítulo I revisa a instrução formal, ou o foco na forma, na sala de aula de inglês como LE, que é um assunto controverso polêmico em se tratando de como ela pode ou não contribuir para o desenvolvimento lingüístico. O Capítulo II descreve a metodologia usada neste estudo, o qual foi desenvolvido através de uma pesquisa etnográfica, envolvendo técnicas qualitativas como anotações, gravações e filmagens. Os dados foram coletados em uma sala de aula de inglês (LE), num nível intermediário. O Capítulo III apresenta a análise dos dados coletados. Na análise, a instrução formal é examinada com uma abordagem sociocultural. Na conclusão, as quatro perguntas de pesquisa propostas neste estudo são respondidas. Os resultados revelam que alguns mecanismos de consciência lingüística e alguns elementos discursivos, encontrados nos dados, foram usados pelo professor e pelos alunos para enfocar na forma através de andaimes em situações de diálogo. Finalizo esta dissertação sugerindo algumas implicações pedagógicas, indicando algumas limitações deste estudo e oferecendo possibilidades para pesquisas futuras nesta área.
Lo, Ming-Fen. "Classroom interactional competence (CIC) in EFL student-led small group task interaction." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/4015.
Full textZengin, Emine. "A Study On The Nature And Frequency Of The Interaction And The Factors Affecting Interaction In Language Classrooms." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610232/index.pdf.
Full textHo, Yee-wan Yvonne. "Repair in teacher-student interaction inside the classroom." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3685668X.
Full textBooks on the topic "Classroom interaction"
Classroom interaction. Oxford [Oxfordshire]: Oxford University Press, 1987.
Find full textDippold, Doris. Classroom Interaction. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601.
Full textMalamah-Thomas, Ann. Classroom interaction. Oxford: ELBS with Oxford University Press, 1991.
Find full textDelamont, Sara. Interaction in the classroom. 2nd ed. London: Routledge, 1990.
Find full textOuellette, Cynthia. Gender influences in classroom interaction. Sudbury, Ont: Laurentian University, Department of Sociology and Anthropology, 1994.
Find full textMourière, Amandine, and Pam Smith. The Intensive Interaction Classroom Guide. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003170839.
Full textBaruch, Schwarz, Dreyfus Tommy, and Hershkowitz Rina, eds. Transformation of knowledge through classroom interaction. Abingdon, Oxon: Routledge, 2009.
Find full textMadhu Bala. Classroom interaction: Learning behaviour and achievement. Delhi: S.S. Publishers, 1995.
Find full textJenks, Christopher J., and Paul Seedhouse, eds. International Perspectives on ELT Classroom Interaction. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137340733.
Full textDelamont, Sara. Interactionin the classroom. 2nd ed. London: Routledge, 1990.
Find full textBook chapters on the topic "Classroom interaction"
Dippold, Doris, and Marion Heron. "Classroom interaction." In Meaningful Teaching Interaction at the Internationalised University, 71–79. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429329692-6.
Full textDippold, Doris. "Introduction." In Classroom Interaction, 1–5. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_1.
Full textDippold, Doris. "Internationalisation and University Policies." In Classroom Interaction, 6–33. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_2.
Full textDippold, Doris. "Student and Staff Perspectives." In Classroom Interaction, 34–52. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_3.
Full textDippold, Doris. "Pragmatics and Discourse Perspectives." In Classroom Interaction, 53–67. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_4.
Full textDippold, Doris. "Culture and Classroom Interaction." In Classroom Interaction, 68–82. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_5.
Full textDippold, Doris. "Responding to Classroom Interaction Challenges." In Classroom Interaction, 83–110. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_6.
Full textDippold, Doris. "Conclusion." In Classroom Interaction, 111–15. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_7.
Full textGreen, Judith L., and Jenna Joo. "Classroom Interaction, Situated Learning." In Discourse and Education, 55–70. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02243-7_1.
Full textGreen, Judith L., and Jenna (Ji Eun) Joo. "Classroom Interaction, Situated Learning." In Discourse and Education, 1–16. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02322-9_1-1.
Full textConference papers on the topic "Classroom interaction"
Soute, Iris, and Henk Nijmeijer. "An OWL in the classroom." In IDC'14: Interaction Design and Children 2014. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2593968.2610467.
Full textRaca, Mirko, and Pierre Dillenbourg. "Holistic Analysis of the Classroom." In ICMI '14: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2666633.2666636.
Full textZvereva, Ekaterina. "THE STAGING METHOD IN CLASSROOM INTERACTION." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/34/s13.086.
Full textMahmud, Murni. "Polite Rituals in the Classroom Interaction." In 2nd International Conference on Education, Science, and Technology (ICEST 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icest-17.2017.61.
Full textZhang, Xiufeng, and Hui Gao. "Study on Effectiveness of Classroom Interaction." In International Conference on Education, Economics and Information Management (ICEEIM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200401.007.
Full textSafriyani, Rizka. "Classroom Interaction in English Reading Class." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.60.
Full textBarendregt, Wolmet, Tilde M. Bekker, Peter Börjesson, Eva Eriksson, and Olof Torgersson. "Legitimate Participation in the Classroom Context." In IDC '16: Interaction Design and Children. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930674.2930686.
Full textBalachandran, Vivek, Chitra Panchapakesan, and Vishakh Balachandran. "Lyceum – Classroom without Walls." In Proceedings of the 32nd International BCS Human Computer Interaction Conference. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/hci2018.159.
Full textZhang, Ge, Younong Hu, and Mengqian Wang. "AN EMPIRICAL STUDY ON THE EFFECT OF CLASSROOM INTERACTION USING A SELF-DEVELOPED CLASSROOM INTERACTIVE SUPPORT SYSTEM." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0027.
Full textCui Guangzuo. "A cognitive learning model in classroom interaction." In 2010 Second International Conference on Computational Intelligence and Natural Computing (CINC). IEEE, 2010. http://dx.doi.org/10.1109/cinc.2010.5643732.
Full textReports on the topic "Classroom interaction"
Higashi, Nobuko. An Ethnography of Classroom Interaction in Hoshuko: A Case Study of the Japanese Supplementary School Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7219.
Full textPrewitt, Robert R., and Katherine B. Oropeza. Using Clickers" in the Classroom to Increase the Level of Student Interaction". Fort Belvoir, VA: Defense Technical Information Center, December 2008. http://dx.doi.org/10.21236/ada494106.
Full textБондаренко, Ольга Володимирівна, Світлана Вікторівна Мантуленко, and Андрій Валерійович Пікільняк. Google Classroom as a Tool of Support of Blended Learning for Geography Students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2655.
Full textDe Giorgi, Giacomo, and Michele Pellizzari. Understanding Social Interactions: Evidence from the Classroom. Cambridge, MA: National Bureau of Economic Research, July 2013. http://dx.doi.org/10.3386/w19202.
Full textSemerikov, Serhiy O., Mykhailo M. Mintii, and Iryna S. Mintii. Review of the course "Development of Virtual and Augmented Reality Software" for STEM teachers: implementation results and improvement potentials. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4591.
Full textCilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
Full textMcParker, Matthew. Intercultural Interactions Among Burmese Refugees in Multicultural Middle School Classrooms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2937.
Full textPinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3243.
Full textFairlie, Robert, Florian Hoffmann, and Philip Oreopoulos. A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom. Cambridge, MA: National Bureau of Economic Research, September 2011. http://dx.doi.org/10.3386/w17381.
Full textStolz, Robert, and Camille McKayle. Interactive Computer Classroom Proposal to the Department of Defense Infrastructure Support Program. Fort Belvoir, VA: Defense Technical Information Center, September 1999. http://dx.doi.org/10.21236/ada387361.
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