Questions in English Language Classrooms
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Published:
Jun 25, 2019
Keywords:
Classroom Interaction Display Questions Referential Questions Closed Questions Open Questions Wait Time
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Abstract
This paper aims to account for how teachers can use questions effectively and how questions can be used to extend students’ interaction, as well as promote second language learning. It first presents the characteristics of second language classroom interaction and questions posed by teachers in language classrooms. After introducing the forms of questions and the distinction of the two categories of teacher questions, 'closed'/'open' or 'display/'referential' questions, the functions of questions are also explicated. Then how wait time alters classroom discourse is also discussed. Practically, this paper can assist not only second language teachers, but also educators to facilitate students’ second language development.
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Research Articles
References
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Naruemon, D. (2013). Thai pre-service teachers' beliefs about the learner-centred approach and their classroom practices. PhD thesis. University Newcastle upon Tyne.
Nassaji, H. and Wells, G. (2000). What's the use of 'triadic dialogue'?: An investigation of teacher student interaction, Applied Linguistics, 21(3), 376-406.
Nunan, D. (1987). Communicative language teaching: Making it work, ELT Journal, 41(2), 136-145.
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Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA Blackwell Publication.
Sinclair, J. M. and Coulthard, R. M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
Smith, H. and Higgins, S. (2006). Opening classroom interaction: The importance of feedback, Cambridge Journal of Education, 36(4), 485-502.
Tsui, A.M.B. (1995). Introduction to classroom interaction. London: Penguin English.
Tsui, A.B.M. (2001). Classroom interaction research. In R. Carter & D. Nunan (eds.), The Cambridge guide to teaching English to speakers of other languages. New York: Cambridge University Press.
Walsh, J. and Sattes, B. (2005). Quality questioning: Research-based practice to engage every learner. 2nd ed. Thousand Oaks, CA: SAGE.
Walsh, S. (2006). Investigating classroom discourse. London: Routledge.
Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
Brock, C. A. (1986). The effects of referential questions on ESL classroom discourse. TESOL Quarterly, 20, (1), 47-59.
Chaudon, C. (1988). Second language classroom: Research on teaching and learning. New York: Cambridge University Press.
Cotton, K. (2003). Classroom Questioning: School Improvement Research Series. Portland, OR: Northwest Regional Educational Laboratory.
Course, S. (2014). ELT students’ use of teacher questions in peer teaching. Procedia- Social and Behavioural Sciences. 158(2), 331 – 336.
Faruji, L. (2011). Discourse analysis of questions in teacher talk. Theory and Practice in Language Studies, 1(12), 1820-1826.
Hall, J. K. and Verplaetse, L. S. (2000). Second and foreign language learning through classroom interaction. in Hall, J. K. and Verplaetse, L. S.(eds) Second and foreign language learning through classroom interaction. Mahwah, N.J.: Erlbaum, 1-22.
Hastings, S. (2006). The complete classroom: Issues and solutions for teachers. New York: Rouledge.
Ho, D. G. E. (2005). Why do teachers ask the questions they ask? Regional Language Centre Journal, 36(3), 297-310.
Johnson, K. E. (1995). Understanding communication in second language classroom. Cambridge: Cambridge University Press.
Lee, Y. A. (2006). Respecifying display questions: Interactional resources for language teaching. TESOL Quarterly, 40(4), 691-713.
Longman (Firm). (1991). Longman dictionary of the English language. Burnt Mill, Harlow, Essex, England: Longman.
Lynch, T. (1991). Questioning roles in the classroom. ELT Journal, 45(3),201-210.
Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA.: Harvard University Press.
Mercer, N and Dawes, L. (2008). The value of exploratory talk. in Mercer, N. and Hodgkinson, S. (eds.) Exploring talk in school: Inspired by the work of Douglas Barnes. London: SAGE,
Myhill, D. and Warren, P. (2005). Scaffolds or straitjackets? Critical moments in classroom discourse, Educational Review, 57(1), 55-69.
Naruemon, D. (2013). Thai pre-service teachers' beliefs about the learner-centred approach and their classroom practices. PhD thesis. University Newcastle upon Tyne.
Nassaji, H. and Wells, G. (2000). What's the use of 'triadic dialogue'?: An investigation of teacher student interaction, Applied Linguistics, 21(3), 376-406.
Nunan, D. (1987). Communicative language teaching: Making it work, ELT Journal, 41(2), 136-145.
Nunan, D. and Lamb, C. (1996). The self-directed teacher: Managing the learning process. Cambridge: Cambridge University Press.
Richards, J.C., Platt, J. and Platt, H. (1992). Longman dictionary of language teaching & applied linguistics. Essex: Longman.
Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA Blackwell Publication.
Sinclair, J. M. and Coulthard, R. M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
Smith, H. and Higgins, S. (2006). Opening classroom interaction: The importance of feedback, Cambridge Journal of Education, 36(4), 485-502.
Tsui, A.M.B. (1995). Introduction to classroom interaction. London: Penguin English.
Tsui, A.B.M. (2001). Classroom interaction research. In R. Carter & D. Nunan (eds.), The Cambridge guide to teaching English to speakers of other languages. New York: Cambridge University Press.
Walsh, J. and Sattes, B. (2005). Quality questioning: Research-based practice to engage every learner. 2nd ed. Thousand Oaks, CA: SAGE.
Walsh, S. (2006). Investigating classroom discourse. London: Routledge.
Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press.