Young Learners: Teachers’ Questions and Prompts as Opportunities for Children’s Language Development
(주)학지사
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- 2015.03.25
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서지정보
ㆍ발행기관 : 환태평양유아교육연구학회
ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education / 7권 / 1호
ㆍ저자명 : Janet Scull, Louise Paatsch, Bridie Raban
목차
Introduction
Method
Results
Discussion
Conclusion
References
영어 초록
One highly regarded context for language learning is book reading, as teachers engage children in
discussions around texts read. However, there is considerable variation in teachers’ patterns of talk that
mediate this learning with preschool children’s oral language development dependent on the
opportunities for engagement in language use provided by teachers. To explore the affordances of talk
interactions within book reading a systematic analysis of teachers’ questions and children’s responses
was undertaken. Results of this analysis show that the highest proportion of questions asked by this
group of 18 preschool teachers were closed questions with a small proportion of open teaching questions
asked. However, while open questions provided the most substantial opportunities for children’s
extended talk, the range of questions asked provided opportunities for preschool teachers to extend
children’s responses, support children’s understanding of the text, develop vocabulary and world
knowledge, and to model more complex language structures.
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