<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.</p></abstract>

This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

Teacher-student interaction and management practices in Pakistani English language classrooms

Government College University in, Faisalabad

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance...

Teacher-student interaction and management practices in Pakistani English language classrooms

Publicado en línea: 26 dic 2019

Páginas: 115 - 134

DOI: https://doi.org/10.2478/jolace-2019-0024

Palabras clave
classroom management, feedback on learners’ performance, language classroom, teacher-student interaction, teacher-student interaction practices

© 2019 Muhammad Ahmad et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Teacher-student interaction and management practices in Pakistani English language classrooms

Publicado en línea: 26 dic 2019

Páginas: 115 - 134

DOI: https://doi.org/10.2478/jolace-2019-0024

Palabras claveclassroom management, feedback on learners’ performance, language classroom, teacher-student interaction, teacher-student interaction practices

© 2019 Muhammad Ahmad et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Palabras clave
classroom management, feedback on learners’ performance, language classroom, teacher-student interaction, teacher-student interaction practices