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Lookup NU author(s): Dr Frank Hardman, Dr Maria MrozORCiD
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In an earlier study of the discourse styles of 10 teachers of post-16 English from the northeast of England it was found that teacher-led recitation dominated the classroom discourse thereby imposing linguistic and cognitive constraints on the students. In a follow-up study, four of the teachers were coached in the use of strategies designed to break the recitation script in order to promote wider communicative and more cognitively demanding options for the students. The findings of the current study support the use of such strategies as a means of developing the quality of classroom discourse in post-16 English teaching. The need for more extensive research into teacher/student interaction is considered, together with the need for rigorous measures of quality.
Author(s): Hardman F, Mroz M
Publication type: Article
Publication status: Published
Journal: Educational Review
Year: 1999
Volume: 51
Issue: 3
Pages: 283-293
Print publication date: 01/11/1999
ISSN (print): 0013-1911
ISSN (electronic): 1465-3397
Publisher: Routledge
URL: http://dx.doi.org/10.1080/00131919997524
DOI: 10.1080/00131919997524
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