I GUISTIC FEATURES OF TEACHERS’ FEEDBACKS TO STUDE TS’ A SWERS I LECTURES FROM TOEFL iBT
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 inform...
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| Andere auteurs: | |
| Formaat: | Thesis |
| Taal: | English |
| Gepubliceerd in: |
Trường Đại học Ngoại ngữ, Đại học Đà Nẵng
2025
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| Online toegang: | https://data.ufl.udn.vn/handle/UFL/1849 |
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| Thư viện lưu trữ: | Trường Đại học Ngoại ngữ - Đại học Đà Nẵng |
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| Samenvatting: | 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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