Author: Liu, Hoi Yan Rosanna
Title: The classroom teacher-student interactions of joint construction in the tertiary context
Advisors: Forey, Gail (ENGL)
Degree: M.A.
Year: 2017
Subject: Hong Kong Polytechnic University -- Dissertations
English language -- Study and teaching (Higher)
Teacher-student relationships
Department: Department of English
Pages: ii, 96 pages
Language: English
Abstract: This 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.
Rights: All rights reserved
Access: restricted access

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