LINGUISTIC FEATURES OF TEACHERS’ QUESTIONS IN LECTURES FROM TOEFL iBT
This paper examined the linguistics features of the teachers‟ questions in lectures in English in terms of syntax, semantics and pragmatics. The qualitative study was based on a descriptive framework of functional grammar, Bloom‟s Taxonomy, and speech acts . The presentation of the qualitative...
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| Format: | Thesis |
| Idioma: | English |
| Publicat: |
Trường Đại học Ngoại ngữ, Đại học Đà Nẵng
2025
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| Accés en línia: | https://data.ufl.udn.vn/handle/UFL/1882 |
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| Thư viện lưu trữ: | Trường Đại học Ngoại ngữ - Đại học Đà Nẵng |
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| Sumari: | This paper examined the linguistics features of the teachers‟ questions in
lectures in English in terms of syntax, semantics and pragmatics. The qualitative
study was based on a descriptive framework of functional grammar, Bloom‟s
Taxonomy, and speech acts . The presentation of the qualitative information of the
kind of questions in lectures was illustrated by examples quoted from transcripts of
lectures chosen from TOEFL iBT listening passages. Data were collected from 400
extracts of TOEFL iBT recordings. The data analysis showed the taxonomy of
questions used in lectures and found out the syntactic forms of questions in English
lectures according to the clause of exchange and the clause of message. The result
also showed terms of the semantics of Questions in the view of Bloom‟s Taxonomy.
The study put forward some implications to the English teaching and learning
concerning the use and interpretation of teacher‟s questions in lectures in English.
Pedagogically, the research result can be useful for educators, teachers, lectures, and
learners of English, as well as those who are interested in lectures, especially
lectures in English |
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