A STUDY OF TEACHERS’ DIRECTIVES IN LECTURES IN ENGLISH
This thesis examined the syntactic, semantic and pragmatic features of teachers‟ feedbacks in lectures in English. This qualitative study was based on a descriptive framework of functional grammar, speech act, epistemic modality and politeness theory. The presentation of the qualitative info...
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| Tác giả chính: | |
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| Tác giả khác: | |
| Định dạng: | Luận văn |
| Ngôn ngữ: | English |
| Được phát hành: |
Trường Đại học Ngoại ngữ, Đại học Đà Nẵng
2025
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| Truy cập trực tuyến: | https://data.ufl.udn.vn/handle/UFL/1845 |
| Các nhãn: |
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| Thư viện lưu trữ: | Trường Đại học Ngoại ngữ - Đại học Đà Nẵng |
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| Tóm tắt: | This thesis examined the syntactic, semantic and pragmatic features of
teachers‟ feedbacks in lectures in English. This qualitative study was based on
a descriptive framework of functional grammar, speech act, epistemic
modality and politeness theory. The presentation of the qualitative
information of the kinds of teachers‟ feedbacks used in lectures was shown by
examples quoted from transcripts of lectures chosen from TOEFL iBT
listening sections. It was conducted by analyzing the data taken from 400
extracts of TOEFL iBT recordings and a questionnaire for students. The
former was to discover features in terms of syntax, epistemic modality and
politeness principles used in teachers‟ feedbacks. The latter was designed for
the analysis of students‟ perception of teachers‟ feedbacks. It was found in
view of clause as exchange, clause as message, and speech act theory, that
most of the teachers‟ feedbacks occured in forms of truncated declarative
sentence as a Theme or Rheme with discourse functions as confirming the
validity of the students‟ answers, encouraging, complimenting the students,
correcting and modifying their answers. The study also found that most
students expected teachers‟ instructive and encouraging feedbacks with the
correction rather than just a compliment. Based on the research findings,
some implications for teachers‟ feedbacks in teaching and learning in English
are suggested. Pedagogically, the research result can be a useful document for
educators, lecturers, teachers and learners of English, in addition to those who
are interested in teaching and learning, especially in teachers‟ feedbacks in
lectures in English |
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