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In classroom discourse, control of communication refers to the way the teacher manage the communication and interaction that happen in the class. The teacher have a power to control who speaks, when the students can speak and what kind of topic they can speak. For instance, teacher sometimes is the one who decides the topic to speak, asking questions and choose the student who will answer the question. To conclude, teacher is the one who control the flow of interaction in the class.

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Control of communication in the classroom refers to how teachers ensure balanced participation. The teachers manage who to speak, when they speak, and what is talked about during lessons.

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Control of communication in classroom discourse refers to the teacher’s authority over who speaks, when they speak, and what topics are discussed during classroom interactions. For example, when a teacher asks a question, selects a specific student to answer, and then immediately moves on to the next topic, it shows that the teacher is managing the flow of communication and maintaining control over the discourse.

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In the context of classroom discourse, control of communication refers to the teacher’s ability to manage and direct the flow of interaction by deciding who gets to speak, when they speak, what topics are introduced, and how turns are taken. This control helps maintain classroom order and ensures that learning objectives are met, although it may also limit student participation if not balanced effectively.

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Control of communication refers to the ways teachers and students use communication to manage behavior and direct interactions. For examples, a teacher whispering "shhh" to quiet students.

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In a classroom environment, control of communication means managing who speaks and when, to keep discussions organized and focused. For example, during a lesson, a teacher might ask a question and choose one student to answer while others wait their turn, helping maintain order and giving each student a fair chance to participate.

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Teachers control classroom communication by managing interaction patterns, deciding on topics, and shaping how learners participate. This control influences learning opportunities, as teachers orchestrate how talk unfolds in class. For example, during a reading activity, the teacher chooses the topic, asks all the questions, and only allows students to respond briefly without follow-up discussion.

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In the classroom context, control of communication refers to someone who controls and decides when and how the interaction happens. In student-centred classrooms, the control is distributed between the teacher and the students. This is to encourage the students to participate and be active in the class.

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In the context of classroom discourse, control of communication refers to the teacher's or students' ability to manage who speaks, when, and for how long, as well as what topics are discussed. It involves deciding the flow of interaction such as turn-taking, asking and answering questions, and guiding discussions.

"Control of communication" means managing who speaks, when they speak, and what they talk about during classroom interactions. It helps organise participation and maintain focus in classroom discourse.

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In classroom discourse, control of communication is used to give instructions, explain and teach the students.

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Control of communication in the context of classroom discourse refers to the way the teacher structures classroom interaction to ensures balanced participation amongst students. It is structured and regulated in classroom talk.

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Control of communication is the way a teacher control the flow of the class in terms of turn-taking, interactions and the participation of all students in class. Using the control of communication, an engaging learning environment can be achieved.

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In the context of classroom discourse,control of communication refers to who manages or directs the flow and structure of conversation and interaction during classroom activities.More balanced or shared control can promote deeper learning.

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Control of communication in the context of classroom discourse is a form of communication in which teachers initiates a lesson by asking a question, gets response from the students and then they provide feedbacks or evaluation. It is commonly used by teachers to get a response from students.

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Control of communication refers to managing who speaks, when they speak, and what is discussed during classroom interactions. It is usually held by the teacher to guide the learning process.

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Control of patterns of communication in classroom discourse is the teacher’s engagement to develop a balanced interaction in classroom. For instance, a teacher ensures the quiet students to answer questions bu directing the question to them.

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In the classroom, "control of communication" means who is in charge of the talking during lessons. Usually, the teacher has this control. The teacher decides who can speak, when they can speak, what the class will talk about, and even how students should say things. For example, the teacher might ask a question and expect a specific kind of answer, or tell students to answer in full sentences. This helps the teacher manage the class and keep the lesson on track. In some classrooms, students also get the chance to ask questions or share their ideas, but most of the time, the teacher is the one who controls the communication.

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Control of communication in classroom discourse refers to who decides when and how participants speak, and who determines the topics and direction of the discussion.

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control of communication in a classroom discourse context means teachers get to decide on how to start communication in a classroom or in another word, who is in charge if communication in a classroom.

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control communication refers to how teachers and students manage the flow, structures and rules of spoken interaction during lessons. It includes knowing who speaks, when, how, and for what purpose.

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In a classroom, control of communication refers to how discussions are managed, whether led by the teacher or shared with students. In traditional settings, teachers dictate who speaks and guide conversations, whereas student-centered approaches encourage more autonomy and peer interaction. Some classrooms follow structured rules for turn-taking and responses, ensuring order, while others promote open-ended discussions where students freely explore ideas and take ownership of dialogue. Both approaches shape the learning experience and engagement levels within the classroom.

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Control of communication in the context of classroom discourse refers to how the teacher manages the flow of conversation during a lesson. It typically follows the Initiation-Response-Feedback (IRF) pattern, where the teacher initiates a question, the student responds, and the teacher provides feedback. This means the teacher decides who speaks, when, for how long, and gives feedback to guide the interaction.

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Control of communication in classroom discourse refers to who is in control of the speaking turns, subject matter, and flow of interaction. The teacher has control most of the time by deciding who speaks, on what, and how responses are handled.

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In classroom discourse, control of communication refers to the teacher’s role in managing who speaks, when they speak, and what is talked about during the lesson. The teacher usually decides the topic, asks questions, and chooses which students to respond to. This helps maintain structure and keep the lesson on track.

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In classroom discourse, "control of communication" means that the teacher control the context and the procedure of the learning progress.

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Control of communication in classroom discourse refers to how the teacher manages who speaks, when they speak, and what topics are discussed. For example, giving turns, asking questions, and deciding which responses are acceptable.

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In the context of Classroom discourse, control patterns of communication refers to the ability for the teacher to ensure that the dialogue and interaction in class is not one-sided. Teacher must be able to ensure that all students have equal opportunity in participating in class activity.

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Teacher develop the instruction and ensures balanced students participation. For instance, teacher encourage quite students to speak by directing the question to them.

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In a classroom setting, control of communication refers to who leads and manages the flow of conversation, which is usually the teacher. The teacher often decides who gets to speak, when they speak, and what topics are discussed. This level of control influences how actively students participate in the lesson. In English classrooms, for instance, if the teacher dominates the talk, students may have limited opportunities to practise and use the language on their own.

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Control of communication in the context of classroom discourse is about a balanced participation that ensures by the teacher with structured interaction. For example, a teacher asking a question to a quiet student.

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In the context of classroom discourse, "control of communication" refers to who manages and directs the flow of talkduring a lesson. This includes deciding who speaks, when they speak, and what topics are discussed.

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Control of communication in classroom discourse means having the power to manage who speaks, when they speak, and what topics are discussed. Usually, the teacher holds this control to guide the lesson and keep the discussion on track.

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Control of communication in classroom discourse is when the teacher manages the flow of interaction, like giving instructions, setting rules, and guiding how students respond.

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Control of communication in classroom the context of classroom discourse involves the teacher’s role in restricting or allowing learners’ interaction, take control of the topic and facilitate or hinder learning. In classroom dynamics, teachers control the content, instruction and the procedure of the learning process.

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the meaning of "control of communication " in the context of classroom discourse is the situation where interaction is structured, managed, and guided between teachers and students

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In classroom discourse, "control of communication" means that how will the teacher control the flow of the class, how to control the students and how to get their attention. For an example, before the teacher want to teach about past tense, the students will be asked about how was their weekend. That gesture will catch the students attention before the teacher can get into teaching.