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Less experienced teachers tend to ask more display questions. [11] A study by Barnes (1983) found that in universities, about 80% of the questions asked by the teachers are to recall facts. Questions by teachers tend to be display questions while student-initiated questions are referential (Markee, 1995). [12]
If the teacher asks a question, then the students answer the question. [15] The students can answer the questions with just one or two words. The point of asking these questions is not to force the students to speak; rather, the questions are a method of checking comprehension while simultaneously repeating the target vocabulary in context.
Task-based learning benefits students because it is more student-centered, allows for more meaningful communication, and often provides for practical extra-linguistic skill building. As the tasks are likely to be familiar to the students (e.g.: visiting the doctor), students are more likely to be engaged, which may further motivate them in ...
Examples include summarizing, describing, and narrating. In addition, more general learning skills such as study skills and knowing one's own best learning style have been applied to language classrooms. [33] In the 1970s and 1980s, these four basic skills were generally taught in isolation in a very rigid order, such as listening before speaking.
List of objectives, which may be behavioral objectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion) The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or concepts —these include showing pictures or models, asking leading questions, or ...
Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
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Eventually, the discriminative stimulus for the behavior is the typically occurring stimulus (e.g., when lunch is finished, student independently goes to the sink to wash hands) or the direction (e.g., when teacher says "Class, it is time to sit in your desks", the student sits in his desk).