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Teacher talk time in ESL classrooms in Bangladesh

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dc.contributor.author Akter, Lucky
dc.date.accessioned 2011-02-20T05:37:30Z
dc.date.available 2011-02-20T05:37:30Z
dc.date.issued 2010-12
dc.identifier.other ID 08163009
dc.identifier.uri http://hdl.handle.net/10361/770
dc.description This this is submitted in a partial fulfillment of the requirements for the degree of Bachelor of Arts in English. en_US
dc.description.abstract This research examines the influence of Teacher Talk Time (TTT) in foundation courses of ESL classrooms at the tertiary level. A questionnaire was designed with a combination of 15 questions on likert scale and four open ended questions for collecting data from 65 students of two private universities of Chittagong. All these students were from different majoring subjects who took this foundation course to improve their proficiency before beginning their main course of study. The researcher observed the teachers of the same classes on the basis of Douglas Brown's (1984)'Teachers observation form' criteria of teacher observation to find out how they utilize the teacher talk time. Findings show that the students the teacher talk time to be more in the classroom and they want their errors to be corrected immediately. Most of the teachers, on the other hand, ask different display questions such as " this is correct" "very good" etc. to give a positive feedback to the students. This research will serve other practitioners and learners of ESL courses to modify their TTT in classroom. en_US
dc.language.iso en en_US
dc.publisher Department of English and Humanities, BRAC University en_US
dc.title Teacher talk time in ESL classrooms in Bangladesh en_US
dc.type Thesis en_US


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