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Investigating Iraqi English Secondary School Teachers' Classroom Strategies | ||
| Al-Bahith Journal | ||
| Article 1, Volume 6, Issue 17, 2016, Pages 17-31 PDF (0 K) | ||
| Authors | ||
| ; a H. AL-Bahadli; Ph.D. Candidate | ||
| Abstract | ||
| . Abstract This study is about Iraqi excellent English secondary school teachers’ classroom strategies . The study focuses on teachers’ classroom strategies in four aspects: managing classroom interaction, questioning, teacher’s feedback and error correction. The findings show that the teachers use some classroom strategies that encourage students to speak at class in order to create an interactive classroom. The purpose of this study is to identify and investigate what exact strategies the excellent teachers use to create an interactive classroom. Two kinds of approaches are mainly used in the studies of EFL classroom interactions (Chaudron,1988: 1) Behavioral Category: behavioral category classifies behaviors of the teacher and students in terms of language skill acquisition consequences of the behaviors. It involves the use of a form or schedule consisting of a set of categories for coding specific classroom behaviors. 2) Discourse analysis: discourse analysis serves as a device for systematically describing the kinds of interactions that occur in language classrooms. The researchers aim to account for the joint contributions of teacher and students and describe all the data. 1.1The Problem and its Significance Introduction | ||
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