Literaturnachweis - Detailanzeige
Autor/inn/en | Estaji, Masoomeh; Nejad, Pegah Ghashghaei |
---|---|
Titel | Typical Patterning in EFL Teachers' Use of Politeness Strategies in the Classroom: Does Perception of Politeness Make a Difference? |
Quelle | In: Journal of Classroom Interaction, 56 (2021) 1, S.33-55 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0749-4025 |
Schlagwörter | English (Second Language); Second Language Learning; Language Teachers; Teacher Attitudes; Adult Students; Classroom Techniques; Prosocial Behavior; Behavior Patterns; Interaction; Teacher Student Relationship; Nonverbal Communication; Foreign Countries; Iran English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Lehrerverhalten; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Klassenführung; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Non-verbal communication; Nonverbale Kommunikation; Ausland |
Abstract | This study examined Iranian English as a Foreign Language (EFL) teachers' perceptions and use of politeness strategies in oral classroom discourse. In so doing, 29 EFL teachers were selected, and their classroom conversations with their students were audio-taped and observed. Further, ten teachers were interviewed to provide a deeper insight into the teachers' perceptions of politeness. The research results revealed that Iranian EFL teachers tended to use positive politeness strategies in most of their interactions with their students to soften their voice and give further credit to their ideas, values, attitudes, and belief. These findings can affect various aspects of teachers' classroom interactions and profession. (As Provided). |
Anmerkungen | University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: https://jciuh.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |