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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 źródłaChacra, Zeina Abou. "Scaffolded instruction and interaction in an ESL classroom". Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30992.
Pełny tekst źródłaHo, Yee-wan Yvonne, i 何綺雲. "Repair in teacher-student interaction inside the classroom". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3685668X.
Pełny tekst źródłaGulliver, John. "Understanding formative assessment in extended classroom curricular interaction". Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/429.
Pełny tekst źródłaDanby, Susan J. "Interaction and social order in a preschool classroom". Thesis, University of Queensland, 1998.
Znajdź pełny tekst źródłaAlderman, Rosalind Veronica. "Faculty and student out-of-classroom interaction: student perceptions of quality of interaction". Texas A&M University, 2008. http://hdl.handle.net/1969.1/85919.
Pełny tekst źródłaMohabbatsafa, Mona. "The impact of language games on classroom interaction in an Iranian EFL primary classroom". Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/376647/.
Pełny tekst źródłaIcbay, Mehmet Ali. "The Role Of Classroom Interaction In The Construction Of Classroom Order: A Conversation Analytic Study". Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609724/index.pdf.
Pełny tekst źródłademonstrable actions. The scenes of troubles were composed of four particular groups of moments in the classroom life: (a) class beginnings, (b) transitions between activities, (c) post-humor moments, and (d) specific-student calls. The results demonstrated in the details of recordings how the participants in the classroom attributed meaning to order, how they showed their understanding of classroom order through their demonstrable action, and through their actions how they applied their mechanisms of classroom order to other contexts.
Shi, Junhao. "Improve classroom interaction and collaboration using i>clicker". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45365.
Pełny tekst źródłaGlore, Nolan David. "Virtual Clicker - A Tool for Classroom Interaction and Assessment". Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/36054.
Pełny tekst źródłaMaster of Science
Altani, Cleopatra. "Gender construction in classroom interaction : primary schools in Greece". Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358088.
Pełny tekst źródłaNakane, Ikuko. "SILENCE IN JAPANESE-AUSTRALIAN CLASSROOM INTERACTION: PERCEPTIONS AND PERFORMANCE". Thesis, The University of Sydney, 2003. http://hdl.handle.net/2123/568.
Pełny tekst źródłaNakane, Ikuko. "SILENCE IN JAPANESE-AUSTRALIAN CLASSROOM INTERACTION: PERCEPTIONS AND PERFORMANCE". University of Sydney. Linguistics, 2003. http://hdl.handle.net/2123/568.
Pełny tekst źródłaDixon, Carolyn. "Being, becoming and belonging : gender and identity work in the design and technology classroom". Thesis, University of Sheffield, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286563.
Pełny tekst źródłaKato, Yoshitaka. "The Nature of Interaction in the Language Classroom: Towards Organic Collaboration Among Participants". Kyoto University, 2017. http://hdl.handle.net/2433/228248.
Pełny tekst źródłaSirén, Gustafsson Linn. "Interaction in the CLIL classroom : Comparing English interaction in two 7th grade classes in Sweden". Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-26759.
Pełny tekst źródłaHo, Man-wah Loretta, i 何敏華. "Student interaction and writing competence within a paired writing classroom". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41758134.
Pełny tekst źródłaKorgol, Caroline, i Nicolina Lindberg. "Strategies and activities used in the classroom for developing interaction". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27514.
Pełny tekst źródłaKaşlioğlu, Özlem. "A comparative analysis of interaction in the foreign language classroom". Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/8471.
Pełny tekst źródłaHo, Man-wah Loretta. "Student interaction and writing competence within a paired writing classroom". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41758134.
Pełny tekst źródłaThuraisingam, Pamela Chellappah. "Nature of talk and interaction in the Singapore history classroom". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1316.
Pełny tekst źródłaClemens, Cynthia Louise Jr. "Ecological Context of Friendship Development in an Inclusive Classroom". Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/31094.
Pełny tekst źródłaMaster of Science
Stelma, Juurd Hjalmar. "Visualising the dynamics of learner interaction : cases from a Norwegian language classroom". Thesis, University of Leeds, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275570.
Pełny tekst źródłaGove, P. S.-M. "An analysis of language use and classroom interaction in vocational engineering courses". Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380756.
Pełny tekst źródłaWong, Chun-wai. "Evaluating the quality of communication skills in classroom management". [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13832967.
Pełny tekst źródłaDutcher, Lydia Ruth. "Interaction and collaboration across proficiency levels in the English language classroom". Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/18394.
Pełny tekst źródłaWong, Chun-wai, i 王鎮偉. "Evaluating the quality of communication skills in classroommanagement". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957511.
Pełny tekst źródłaKim, Junghyo. "The roles of students' interaction in classroom learning: a case study of a second grade classroom in Korea /". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487849377293262.
Pełny tekst źródłaMcConnell, Melody Dawn. "Interaction and Innovation: The Impacts of Social Factors and Classroom Type on University Biology Instructor Classroom Assessment Decisions". Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/32061.
Pełny tekst źródłaPreston, Anne Elizabeth. "The contribution of interaction to learner motivation in to MFL classroom". Thesis, University of Southampton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500801.
Pełny tekst źródłaFang, Der-Long. "A study of pedagogical processes and interaction in the primary classroom". Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359456.
Pełny tekst źródłaWeaver, Jennifer D. "Creating better pairwork: Salient cultural variables in adult TESOL classroom interaction". Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/247.
Pełny tekst źródłaIngram, Jennifer. "Whole class interaction in the mathematics classroom : a conversation analytic approach". Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/49627/.
Pełny tekst źródłaHackney, Sarah Webb. "The effects of adult interaction on toddler behavior in the classroom". [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0324103-200340/unrestricted/HackneyS04152003f.pdf.
Pełny tekst źródłaTitle from electronic submission form. ETSU ETD database URN: etd-0324103-200340. Includes bibliographical references. Also available via Internet at the UMI web site.
Walsh, S. "Characterising teacher talk in the second language classroom : a process model of reflective practice". Thesis, Queen's University Belfast, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368528.
Pełny tekst źródłaAldabbus, Shaban. "An investigation into the impact of language games on classroom interaction and pupil learning in Libyan EFL primary classrooms". Thesis, University of Newcastle Upon Tyne, 2008. http://hdl.handle.net/10443/1031.
Pełny tekst źródłaHouen, Sandra Leanne. "Talk and web searching in an early years classroom". Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54617/1/Sandra_Houen__Thesis.pdf.
Pełny tekst źródłaSavage, Janet Elizabeth. "The role of informal assessment in teachers' practical action". Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244981.
Pełny tekst źródłaViren, Vejoya. "Making meaning of conflict: A qualitative inquiry in two preschool classrooms". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27526.
Pełny tekst źródłaPh. D.
Ho, Mei-fun. "Communication in the mathematics classroom". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18034056.
Pełny tekst źródłaRogers, Elise, i n/a. "Observed interaction between students using computers". University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061107.154847.
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