The relationship between uptake and questioning  

Oleh:

Kebede, S.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 27 no. 2 (Jun. 1999), page 261-275.
Topik: Uptake; Questioning and uptake; Classroom participation; Learning idiosyncrasy
Fulltext: Kebede_S.pdf (107.53KB)

Isi artikel

Abstract The aim of this study is to consider whether it is possible to account for the phenomenon of uptake by looking at some of the discoursal features (speci®cally question and answer exchanges) of the interactive work that goes on between an instructor and his students in biology lessons in the context of non-native English speaking instructors working with non-native English speaking students in a tertiary level institution in Ethiopia. The investi- gation of the students' participation in the instructor's question and answer exchanges o?ers the suggestion that students do not appear to bene®t very much from their own involvement in an episode of interaction by question and answer exchange. Having something dealt with in an episode of interaction by question and answer exchange may be helpful but it is neither a necessary nor a sucient condition for something to be learned. The study also shows that uptake was highly idiosyncratic, i.e. each lesson is a di?erent lesson for every learner. Furthermore, an instructor's lectures and occasionally an instructor's questions dominate college classroom discourse. The students are merely passive recipients of the instructor's talk. In the present study, contrary to what we might expect from the literature, there was no single question raised by any of the students in all the lessons observed. Finally, the study gives preliminary implications for practice.

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