Interactional Management in the English Classroom: Direct or Indirect Approaches?

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dc.contributor國立臺灣師範大學華語文教學系暨研究所zh_tw
dc.contributor.authorChen, F. J.en_US
dc.date.accessioned2014-10-30T09:27:43Z
dc.date.available2014-10-30T09:27:43Z
dc.date.issued2002-11-10zh_TW
dc.description.abstractThe request strategies employed by American teachers in ESL classroomsare examined in this study to see the extent to which they use directand indirect speech in their management of classroom interaction. Fouradult ESL classes are investigated: two beginning-level and twoadvanced-level classes. Results of the study indicate that teachers inthe two beginning-level ESL classes tended to use more directapproaches but they differed in the degree of the direct approachesused, depending on their perception of what is most urgent in theclassroom (i.e. transparency of meaning or manners of politeness). Onthe other hand, teachers in the two advanced-level ESL classes werefound to use both direct and indirect approaches. Their varied use ofdirect and indirect approaches may involve functional differences ormay have to do with one of the teachers' anxiety.en_US
dc.identifierntnulib_tp_H0403_02_001zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31667
dc.languageenzh_TW
dc.relationEnglish Teachers' Association/R.O.C..the Eleventh International Symposium on English Teaching/Fourth Pan-Asian Conference(pp. 281-288). Taiwan.en_US
dc.subject.other英語教學zh_tw
dc.subject.other教室互動zh_tw
dc.subject.other班級經營zh_tw
dc.subject.other教學方法zh_tw
dc.subject.otherEnglish Teachingen_US
dc.subject.otherClassroom Interactionen_US
dc.subject.otherClassroom Managementen_US
dc.subject.otherTeaching Methoden_US
dc.titleInteractional Management in the English Classroom: Direct or Indirect Approaches?en_US

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