Cooperation and control in teaching : the evidence of classroom questions
Autor(a) principal: | |
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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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DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada |
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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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1799129304336957440 |