Cooperation and control in teaching : the evidence of classroom questions

Detalhes bibliográficos
Autor(a) principal: Kleiman, Angela B.
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: eng
Título da fonte: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada
Texto Completo: https://revistas.pucsp.br/index.php/delta/article/view/45927
Resumo: In this paper we analyze the teacher-student interaction in two classes, taking as a unit of analysis the teacher's question. We have tried to determine the ways in which the asymmetry of the pedagogical event manifests itself in the pedagogical question, which is considered constitutive of teacher-student interaction. Through a pragmatic approach based on Mey (1985, 1987), we discuss the implications and consequences for teaching and learning of two teaching styles commonly used in Brazilian primary school: the textbook-centered approach and the teacher-centered approach.
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spelling Cooperation and control in teaching : the evidence of classroom questionsIn this paper we analyze the teacher-student interaction in two classes, taking as a unit of analysis the teacher's question. We have tried to determine the ways in which the asymmetry of the pedagogical event manifests itself in the pedagogical question, which is considered constitutive of teacher-student interaction. Through a pragmatic approach based on Mey (1985, 1987), we discuss the implications and consequences for teaching and learning of two teaching styles commonly used in Brazilian primary school: the textbook-centered approach and the teacher-centered approach.Pontifícia Universidade Católica de São paulo2019-11-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.pucsp.br/index.php/delta/article/view/45927DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 8 n. 2 (1992)1678-460X0102-4450reponame:DELTA: Documentação de Estudos em Lingüística Teórica e Aplicadainstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPenghttps://revistas.pucsp.br/index.php/delta/article/view/45927/30413Copyright (c) 2019 DELTA: Documentação e Estudos em Linguística Teórica e Aplicadainfo:eu-repo/semantics/openAccessKleiman, Angela B.2019-11-12T16:57:41Zoai:ojs.pkp.sfu.ca:article/45927Revistahttps://revistas.pucsp.br/deltaPRIhttps://revistas.pucsp.br/index.php/delta/oai||delta@pucsp.br1678-460X1678-460Xopendoar:2019-11-12T16:57:41DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.none.fl_str_mv Cooperation and control in teaching : the evidence of classroom questions
title Cooperation and control in teaching : the evidence of classroom questions
spellingShingle Cooperation and control in teaching : the evidence of classroom questions
Kleiman, Angela B.
title_short Cooperation and control in teaching : the evidence of classroom questions
title_full Cooperation and control in teaching : the evidence of classroom questions
title_fullStr Cooperation and control in teaching : the evidence of classroom questions
title_full_unstemmed Cooperation and control in teaching : the evidence of classroom questions
title_sort Cooperation and control in teaching : the evidence of classroom questions
author Kleiman, Angela B.
author_facet Kleiman, Angela B.
author_role author
dc.contributor.author.fl_str_mv Kleiman, Angela B.
description In this paper we analyze the teacher-student interaction in two classes, taking as a unit of analysis the teacher's question. We have tried to determine the ways in which the asymmetry of the pedagogical event manifests itself in the pedagogical question, which is considered constitutive of teacher-student interaction. Through a pragmatic approach based on Mey (1985, 1987), we discuss the implications and consequences for teaching and learning of two teaching styles commonly used in Brazilian primary school: the textbook-centered approach and the teacher-centered approach.
publishDate 2019
dc.date.none.fl_str_mv 2019-11-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.pucsp.br/index.php/delta/article/view/45927
url https://revistas.pucsp.br/index.php/delta/article/view/45927
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://revistas.pucsp.br/index.php/delta/article/view/45927/30413
dc.rights.driver.fl_str_mv Copyright (c) 2019 DELTA: Documentação e Estudos em Linguística Teórica e Aplicada
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 DELTA: Documentação e Estudos em Linguística Teórica e Aplicada
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São paulo
publisher.none.fl_str_mv Pontifícia Universidade Católica de São paulo
dc.source.none.fl_str_mv DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 8 n. 2 (1992)
1678-460X
0102-4450
reponame:DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada
instname:Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron:PUC_SP
instname_str Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron_str PUC_SP
institution PUC_SP
reponame_str DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada
collection DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada
repository.name.fl_str_mv DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada - Pontifícia Universidade Católica de São Paulo (PUC-SP)
repository.mail.fl_str_mv ||delta@pucsp.br
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