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| Auteur principal: | |
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| Format: | Artículo científico |
| Langue: | en |
| Publié: |
Universidad Nacional de Colombia
2005
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| Accès en ligne: | https://www.redalyc.org/articulo.oa?id=169213801009 |
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Table des matières:
- Teacher Talking Time in the EFL Classroom Nilton Hitotuzi Educación learner teacher centred approach Classroom research teacher talking time Classroom Research may be simply defined as ongoing and cumulative intellectual inquiry by classroom teachers into the nature of teaching and learning in their own classrooms (Cross and Steadman, 1996, p.2). This paper reports on a piece of classroom research, aiming to support the hypothesis that most of the talk in my English-as-a-foreign-language elementary and intermediate classrooms was done by the teacher, presumably implying a more teacher-centred approach. In terms of the percentage of teacher talk, the results indicate that the discrepancy between the amount of teacher talk actually done in these classrooms and that which was hypothesized as being in conflict with a learner-centred approach was notably high. This appears to imply that, although I talked more than the learners on some occasions, my lessons were much more focused on them rather than on me, the teacher. 2005 artículo científico 1657-0790 https://www.redalyc.org/articulo.oa?id=169213801009 en http://www.redalyc.org/revista.oa?id=1692 Profile: Issues in Teachers' Professional Development application/pdf Universidad Nacional de Colombia Profile: Issues in Teachers' Professional Development (Colombia) Num.6