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Artykuły w czasopismach na temat "Classroom interaction"
Gündüz, Müge. "Analysing language classrooms through classroom interaction". International Journal of Human Sciences 11, nr 2 (24.11.2014): 1149. http://dx.doi.org/10.14687/ijhs.v11i2.3044.
Pełny tekst źródłaAcosta 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, nr 2 (27.11.2017): 219–50. http://dx.doi.org/10.1515/soprag-2017-0018.
Pełny tekst źródłaWilson, Ken. "Classroom Interaction". Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 7, nr 2 (1987): 36–39. http://dx.doi.org/10.3406/apliu.1987.1928.
Pełny tekst źródłaAghbar, Ali A., i Ann Malamah-Thomas. "Classroom Interaction". TESOL Quarterly 23, nr 1 (marzec 1989): 141. http://dx.doi.org/10.2307/3587519.
Pełny tekst źródłaYulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS". Wiralodra English Journal 2, nr 2 (5.07.2019): 184–98. http://dx.doi.org/10.31943/wej.v2i2.35.
Pełny tekst źródłaYulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS". Wiralodra English Journal 2, nr 2 (1.09.2018): 184–98. http://dx.doi.org/10.31943/wej.v2i2.361.
Pełny tekst źródłaArisandi, Bobi. "Classroom Interaction Patterns in EFL Task- Based Classroom". Journal of ELT Research 3, nr 2 (23.07.2018): 186. http://dx.doi.org/10.22236/jer_vol3issue2pp186-192.
Pełny tekst źródłaSundari, Hanna, Zainal Rafli i Sakura Ridwan. "INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS". English Review: Journal of English Education 6, nr 1 (23.12.2017): 99. http://dx.doi.org/10.25134/erjee.v6i1.775.
Pełny tekst źródłaYu, Huiju, Gaojun Shi, Jiaping Li i Junfeng Yang. "Analyzing the Differences of Interaction and Engagement in a Smart Classroom and a Traditional Classroom". Sustainability 14, nr 13 (5.07.2022): 8184. http://dx.doi.org/10.3390/su14138184.
Pełny tekst źródłaBusher, Hugh. "Recording classroom interaction". Research in Education 42, nr 1 (listopad 1989): 37–43. http://dx.doi.org/10.1177/003452378904200104.
Pełny tekst źródłaRozprawy doktorskie na temat "Classroom interaction"
Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко i Larysa Volodymyrivna Andreyko. "Classroom interaction in teaching English". Thesis, Publishing House «Education and Science», 2014. http://essuir.sumdu.edu.ua/handle/123456789/59598.
Pełny tekst źródłaРозглядаються 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/.
Pełny tekst źródłaPilon, Daniel. "Software tools for improving classroom interaction". Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10266.
Pełny tekst źródłaShaw, 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.
Pełny tekst źródłaTitle 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, i 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.
Pełny tekst źródłaPretorius, Lizelle. "The nature of teacher-learner classroom interaction". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95955.
Pełny tekst źródłaENGLISH 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.
Pełny tekst źródłaZengin, 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.
Pełny tekst źródłaHo, 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.
Pełny tekst źródłaKsiążki na temat "Classroom interaction"
Classroom interaction. Oxford [Oxfordshire]: Oxford University Press, 1987.
Znajdź pełny tekst źródłaDippold, Doris. Classroom Interaction. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601.
Pełny tekst źródłaMalamah-Thomas, Ann. Classroom interaction. Oxford: ELBS with Oxford University Press, 1991.
Znajdź pełny tekst źródłaDelamont, Sara. Interaction in the classroom. Wyd. 2. London: Routledge, 1990.
Znajdź pełny tekst źródłaOuellette, Cynthia. Gender influences in classroom interaction. Sudbury, Ont: Laurentian University, Department of Sociology and Anthropology, 1994.
Znajdź pełny tekst źródłaMourière, Amandine, i Pam Smith. The Intensive Interaction Classroom Guide. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003170839.
Pełny tekst źródłaBaruch, Schwarz, Dreyfus Tommy i Hershkowitz Rina, red. Transformation of knowledge through classroom interaction. Abingdon, Oxon: Routledge, 2009.
Znajdź pełny tekst źródłaMadhu Bala. Classroom interaction: Learning behaviour and achievement. Delhi: S.S. Publishers, 1995.
Znajdź pełny tekst źródłaJenks, Christopher J., i Paul Seedhouse, red. International Perspectives on ELT Classroom Interaction. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137340733.
Pełny tekst źródłaDelamont, Sara. Interactionin the classroom. Wyd. 2. London: Routledge, 1990.
Znajdź pełny tekst źródłaCzęści książek na temat "Classroom interaction"
Dippold, Doris, i Marion Heron. "Classroom interaction". W 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.
Pełny tekst źródłaDippold, Doris. "Introduction". W Classroom Interaction, 1–5. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_1.
Pełny tekst źródłaDippold, Doris. "Internationalisation and University Policies". W Classroom Interaction, 6–33. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_2.
Pełny tekst źródłaDippold, Doris. "Student and Staff Perspectives". W Classroom Interaction, 34–52. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_3.
Pełny tekst źródłaDippold, Doris. "Pragmatics and Discourse Perspectives". W Classroom Interaction, 53–67. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_4.
Pełny tekst źródłaDippold, Doris. "Culture and Classroom Interaction". W Classroom Interaction, 68–82. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_5.
Pełny tekst źródłaDippold, Doris. "Responding to Classroom Interaction Challenges". W Classroom Interaction, 83–110. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_6.
Pełny tekst źródłaDippold, Doris. "Conclusion". W Classroom Interaction, 111–15. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_7.
Pełny tekst źródłaGreen, Judith L., i Jenna Joo. "Classroom Interaction, Situated Learning". W Discourse and Education, 55–70. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02243-7_1.
Pełny tekst źródłaGreen, Judith L., i Jenna (Ji Eun) Joo. "Classroom Interaction, Situated Learning". W Discourse and Education, 1–16. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02322-9_1-1.
Pełny tekst źródłaStreszczenia konferencji na temat "Classroom interaction"
Soute, Iris, i Henk Nijmeijer. "An OWL in the classroom". W IDC'14: Interaction Design and Children 2014. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2593968.2610467.
Pełny tekst źródłaRaca, Mirko, i Pierre Dillenbourg. "Holistic Analysis of the Classroom". W ICMI '14: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2666633.2666636.
Pełny tekst źródłaZvereva, Ekaterina. "THE STAGING METHOD IN CLASSROOM INTERACTION". W 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.
Pełny tekst źródłaMahmud, Murni. "Polite Rituals in the Classroom Interaction". W 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.
Pełny tekst źródłaZhang, Xiufeng, i Hui Gao. "Study on Effectiveness of Classroom Interaction". W 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.
Pełny tekst źródłaSafriyani, Rizka. "Classroom Interaction in English Reading Class". W International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.60.
Pełny tekst źródłaBarendregt, Wolmet, Tilde M. Bekker, Peter Börjesson, Eva Eriksson i Olof Torgersson. "Legitimate Participation in the Classroom Context". W IDC '16: Interaction Design and Children. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930674.2930686.
Pełny tekst źródłaBalachandran, Vivek, Chitra Panchapakesan i Vishakh Balachandran. "Lyceum – Classroom without Walls". W Proceedings of the 32nd International BCS Human Computer Interaction Conference. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/hci2018.159.
Pełny tekst źródłaZhang, Ge, Younong Hu i Mengqian Wang. "AN EMPIRICAL STUDY ON THE EFFECT OF CLASSROOM INTERACTION USING A SELF-DEVELOPED CLASSROOM INTERACTIVE SUPPORT SYSTEM". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0027.
Pełny tekst źródłaCui Guangzuo. "A cognitive learning model in classroom interaction". W 2010 Second International Conference on Computational Intelligence and Natural Computing (CINC). IEEE, 2010. http://dx.doi.org/10.1109/cinc.2010.5643732.
Pełny tekst źródłaRaporty organizacyjne na temat "Classroom interaction"
Higashi, Nobuko. An Ethnography of Classroom Interaction in Hoshuko: A Case Study of the Japanese Supplementary School Classroom. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.7219.
Pełny tekst źródłaPrewitt, Robert R., i Katherine B. Oropeza. Using Clickers" in the Classroom to Increase the Level of Student Interaction". Fort Belvoir, VA: Defense Technical Information Center, grudzień 2008. http://dx.doi.org/10.21236/ada494106.
Pełny tekst źródłaБондаренко, Ольга Володимирівна, Світлана Вікторівна Мантуленко i 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.
Pełny tekst źródłaDe Giorgi, Giacomo, i Michele Pellizzari. Understanding Social Interactions: Evidence from the Classroom. Cambridge, MA: National Bureau of Economic Research, lipiec 2013. http://dx.doi.org/10.3386/w19202.
Pełny tekst źródłaSemerikov, Serhiy O., Mykhailo M. Mintii i 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.
Pełny tekst źródłaCilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor i 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), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
Pełny tekst źródłaMcParker, Matthew. Intercultural Interactions Among Burmese Refugees in Multicultural Middle School Classrooms. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2937.
Pełny tekst źródłaPinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov i Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3243.
Pełny tekst źródłaFairlie, Robert, Florian Hoffmann i Philip Oreopoulos. A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom. Cambridge, MA: National Bureau of Economic Research, wrzesień 2011. http://dx.doi.org/10.3386/w17381.
Pełny tekst źródłaStolz, Robert, i Camille McKayle. Interactive Computer Classroom Proposal to the Department of Defense Infrastructure Support Program. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 1999. http://dx.doi.org/10.21236/ada387361.
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