Teacher/ Learner Interactions in Sudanese EFL Task Based Classrooms ) A case study of Two Sudanese Universities)

Abstract

Teaching and learning English in an EFL context includes some difficulties, such as how to prepare learners to use English language so as to be able to participate in conversations inside and outside the class. Two Universities were chosen in this study. One of them is University of Bahri, college of Languages, Fourth Year English language department and the other is University of Alneelein (comparative study) .Six classrooms were chosen, three of them  University of  Bahri and other  three in University of  Alneelein, to interact through both video and audio-tapes.  The study explores recurring patterns of questioning behavior and their interactive effects were observed through nonparticipant observation. The findings of this study indicate that display questions were used by the teachers more frequently than referential questions. Also, it was concluded that not all referential questions could create the adequate interaction.

Keywords: Display Questions, and referential questions, classroom observation, interaction, interactive effect

Article Review Status: Published

Pages: 20-30 (Download PDF)

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