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A Corpus-Based Analysis of Classroom Interaction

Chenri Hui

ISBN 10: 3843360359 / ISBN 13: 9783843360357
Published by LAP Lambert Academic Publishing
New Condition: New Soft cover
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About this Item

Paperback. 80 pages. Dimensions: 8.7in. x 5.9in. x 0.2in.This is an innovative study that adds to our knowledge of classroom practices in Singapore schools. It counters the rather simplistic notion that the IRF pattern of discourse in classroom interaction necessarily means less effective teaching, by completing a detailed analysis of variations in function of the Follow up part of the pattern, and how this relates to the two different streams considered. This study, which is based on contemporary and comprehensive Singapore classroom data, is worthwhile and very timely, offering as it does valuable findings urgently needed in the context of the recent public debates about the effectiveness of streamed instruction in Singapore schools, and of governmental modifications, however minor, to the way ability grouping is determined, in order to allow for less qualitatively stratified teaching and learning. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Bookseller Inventory # 9783843360357

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Bibliographic Details

Title: A Corpus-Based Analysis of Classroom ...

Publisher: LAP Lambert Academic Publishing

Binding: Paperback

Book Condition:New

Book Type: Paperback

About this title

Synopsis:

This is an innovative study that adds to our knowledge of classroom practices in Singapore schools. It counters the rather simplistic notion that the IRF pattern of discourse in classroom interaction necessarily means less effective teaching, by completing a detailed analysis of variations in function of the Follow up part of the pattern, and how this relates to the two different streams considered. This study, which is based on contemporary and comprehensive Singapore classroom data, is worthwhile and very timely, offering as it does valuable findings urgently needed in the context of the recent public debates about the effectiveness of streamed instruction in Singapore schools, and of governmental modifications, however minor, to the way ability grouping is determined, in order to allow for less qualitatively stratified teaching and learning.

About the Author:

Hui Chenri is a research assistant in National Institute of Education, Singapore. He holds a masters? degree in applied linguistics. His primary research interest is in the area of corpus linguistics and classroom discourse analysis. He is a member in the executive committee of The Singapore Association for Applied Linguistics.

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