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Young Learners: Teachers’ Questions and Prompts as Opportunities for Children’s Language Development
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  • Young Learners: Teachers’ Questions and Prompts as Opportunities for Children’s Language Development
저자명
Janet Scull,Louise Paatsch,Bridie Raban
간행물명
Asia-Pacific journal of research in early childhood educationKCI
권/호정보
2013년|7권 1호(통권12호)|pp.69-91 (23 pages)
발행정보
환태평양유아교육연구학회|한국
파일정보
정기간행물|KOR|
PDF텍스트(0.13MB)
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서지반출

영문초록

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.

목차

Introduction
Method
Results
Discussion
Conclusion
References

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