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- W2078346978 abstract "Teachers and learners may be comfortable with their traditional classroom roles, but that does not mean that these roles are necessarily helpful in providing effective language practice or in reflecting the patterns of interaction in the real world. The conventional demarcation of teacher/questioner and learner/responder is a case in point. This article examines the arguments for a realignment of these discourse roles, describes some materials designed to bring about that shift, and discusses the effects of their use with EFL students." @default.
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- W2078346978 date "1991-07-01" @default.
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- W2078346978 title "Questioning roles in the classroom" @default.
- W2078346978 doi "https://doi.org/10.1093/elt/45.3.201" @default.
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