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DC FieldValueLanguage
dc.contributorDepartment of Englishen_US
dc.contributor.advisorForey, Gail (ENGL)-
dc.creatorLiu, Hoi Yan Rosanna-
dc.identifier.urihttps://theses.lib.polyu.edu.hk/handle/200/9001-
dc.languageEnglishen_US
dc.publisherHong Kong Polytechnic University-
dc.rightsAll rights reserveden_US
dc.titleThe classroom teacher-student interactions of joint construction in the tertiary contexten_US
dcterms.abstractThis research examines the classroom teacher-student interaction and teacher talk in the tertiary context. Through investigating the stage of Joint Construction (Dreyfus & Macnaught, 2011; Humphrey & MacNaught, 2011) the research aims to reveal important aspects to ESL teaching and literacy writing within the tertiary context. The data has been drawn from video data base within year 2015 Master of Arts of English Language Teaching (MAELT) program at the Hong Kong Polytechnic University. A single case study based on qualitative grounded theory research has been employed in the data analysis. The teacher-student interaction of Joint Construction has been analyzed from three aspects: IRF exchange interaction pattern (Sinclair & Coulthard, 1975), the function of teacher and student talk (Rose, 2014) and students level of engagement (Knight, 2010, 2013). The findings of the research highlight 1) teacher-student interaction does not fall into the IRF interaction model, 2) teacher talk that involves questioning, recasting and repeating is able to successfully establish student-student collaborative learning, and 3) students laughter is an evidence of students' positive engagement with the teacher and of the learning.en_US
dcterms.extentii, 96 pagesen_US
dcterms.isPartOfPolyU Electronic Thesesen_US
dcterms.issued2017en_US
dcterms.educationalLevelM.A.en_US
dcterms.educationalLevelAll Masteren_US
dcterms.LCSHHong Kong Polytechnic University -- Dissertationsen_US
dcterms.LCSHEnglish language -- Study and teaching (Higher)en_US
dcterms.LCSHTeacher-student relationshipsen_US
dcterms.accessRightsrestricted accessen_US

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Please use this identifier to cite or link to this item: https://theses.lib.polyu.edu.hk/handle/200/9001