Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

中文翻译：

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巴基斯坦英语教室的师生互动和管理实践

摘要本研究旨在探讨教师在语言课堂中关于学习者表现的谈话内容，类型，常见问题和反馈。为此，从公立学校的中学英语课堂录制了一次讲座，并根据戴维·努南（David Nunan）的师生互动和课堂管理模型进行了解释。结果显示，老师花费了最大的时间（即80.1％），这是适当的。但是，在常见问题（即总问题的50％是启发性问题）和反馈（本质上是“浪漫的”）方面，也发现与课堂管理原则存在某些偏差。而且，等待时间足够了，但对学习者没有用。