000			01631nam a2200193Ia 4500
008			180910s9999 xx 000 0 und d
100	1		_aEl hussieni, Ali
245	1	0	_aTeacher Talk and Learner's Proficiency
260			_aBeirut _bLigue des Professeurs de l'U.L _c2004
300			_a106-120 pages
490	0		_aFeuilles Universitaires _v25
500			_aالنوع : Article
520	3		_aThe purpose of this study was to investigate the relationship between teacher talk (TT) in the classroom and learner’s success. To do this, the author observed an English class audio-recorded over a period of eight months, during which thirty four hours of classroom interaction were obtained. Also, the learner’s scores on an English proficiency test at the end of the year were collected. Some categories of TT directed to individual learners were then correlated with the learner’s scores on the test. The results showed that among the four categories of the TT listed in the study, only teacher “elicit” and “praise” were found to correlate with the learners’ success. This indicates that (1) the teacher always tended to praise more proficient learners, and (2) the teacher tended to call on more proficient learners, or elicited learners achieved better progress.
650		4	_aEnglish Language Education Teaching Methods Students achievement
650		4	_aL’enseignement de la Langue Anglaise Méthodes d’enseignement L’accomplissement des étudiants
650		4	_aتعليم اللغة الانكليزية طرق التعليم تحصيل الطلبة
856			_zAUB PA 059A964aA
942			_cLAESDATA
999			_c20349 _d20349