教师意图与课堂语言使用差异

This small-scale, exploratory study examined the content of teacher language in England, how it varies across classroom contexts, how accurately teachers perceive their own language use, and factors identified as shaping their choices. A sequential mixed methods design was used consisting of observations followed by individual semi-structured interviews exploring teachers’ reflections on their practice. Quantitative analysis revealed a significant interaction (p < .001) between language type and teaching context, indicating that teacher language varied between whole class and small group setti