As postmethod EFL teaching method was proposed in 1999, ideas on teaching and learning became\nunthinkably various and dynamic. The views on teachers� questions also changed a lot in\npostmethod period. The term of learning opportunity bridged teaching and learning in this situation.\nThis article aims to explore the way that an expert teacher, an experienced teacher and a novice\nteacher provide learning opportunities for the students in their question-answer sequences.\nA CA approach is used to analyze three teachers� questions based on four different students� first\nresponses: Right Answer, Partly Right Answer, Incomplete Answer and Refusal Answer. The results\nsuggest that the expert teacher can provide more learning opportunities by strengthening\nstudents� identities, extending students� contributions, attracting students� involvement and there\nis an insignificant relation between the type of questions and learning opportunities. It is suggested\nthat EFL teachers can be more aware of the local and dynamic teaching context and promote\nmore negotiation of meaning and students� involvement.
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