A study of Teacher Questions in Middle School English Classroom: Case Studies
0
조회
0
다운로드
8
인용
0
참고문헌
키워드
초록
Classroom questioning, the skill of the elicitation method of teaching that is student-oriented and advocated today, gives an incentive to communicative activities in teaching English. Therefore, the aim of the study was to analyze the use of display and referential questions in classroom discourse in middle school English classrooms and to study the quantity of the learner talk which occurred with these questions. The present study investigates the types of questions asked by four English teachers teaching in four different middle schools. The data were transcribed and analyzed to see what questioning types each teacher employed and to obtain the number and percentage distribution of questioning types each teacher used. In addition, the mean lengths (in words) of students’ responses to display and referential questions were calculated to find out the differences of students’ responses in terms of length between display and referential questions. The findings indicated that display questions were used by teachers more frequently than referential questions. Also, it was found that referential questions could not create enough interaction. The implications of this study are that teachers should be provided with more training in developing their questioning techniques. Also, it would be helpful for teachers to use as many referential questions as possible in order to enhance learners’ engagement in communicative language use.
Abstract
Classroom questioning, the skill of the elicitation method of teaching that is student-oriented and advocated today, gives an incentive to communicative activities in teaching English. Therefore, the aim of the study was to analyze the use of display and referential questions in classroom discourse in middle school English classrooms and to study the quantity of the learner talk which occurred with these questions. The present study investigates the types of questions asked by four English teachers teaching in four different middle schools. The data were transcribed and analyzed to see what questioning types each teacher employed and to obtain the number and percentage distribution of questioning types each teacher used. In addition, the mean lengths (in words) of students’ responses to display and referential questions were calculated to find out the differences of students’ responses in terms of length between display and referential questions. The findings indicated that display questions were used by teachers more frequently than referential questions. Also, it was found that referential questions could not create enough interaction. The implications of this study are that teachers should be provided with more training in developing their questioning techniques. Also, it would be helpful for teachers to use as many referential questions as possible in order to enhance learners’ engagement in communicative language use.
참고문헌 (22)
- 강현주, "초등영어 수업에서 교사의 발산적 질문의 적용 가능성과 그 효과에 관한 연구: 초등학교 6학년을 대상으로*", 언어연구, 27(2), pp.247~266 (2011), 한국현대언어학회
- 권영환, "초등영어 수업에서 교사 질문 행위에 관한 질적 연구", 언어학 연구, 17(17), pp.1~21 (2010), 한국중원언어학회
- 김영민, "초등학교 영어 수업의 교사질문 분석", 신영어영문학, 43(43), pp.185~211 (2009), 신영어영문학회
- Bang, H. J., "An analysis of teacher questions in a TETE classroom", pp.2010
- Lee, S. M., "An analysis of teacher’s questioning in level-differentiated classes", pp.2008
- Lee, J. E., "Analysis on teacher talk of TEE in elementary school", pp.2010
- Brock, C., "The effects of referential questions on ESL classroom discourse", TESOL Quarterly, 20, pp.47~8 (1986)
- Brown, H. D., "Teaching by principles: An interactive approach to language pedagogy (2nd ed.)" (2001), Prentice Hall, Inc. Longman Publishers
- Chaudron, C., "Second language classroom" (1988), Cambridge University Press
- David, F., "Teacher’s questioning behavior and ESL classroom interaction pattern", Humanity and Social Sciences Journal, 2, pp.127~31 (2007)
- Ellis, R., "The Study of Second Language Acquisition" (1994), Oxford
- Farahani, D. B., "Effective and less effective teacher questioning in corrective feedback in an EFL context", Pazhuhesh-e Zabanha-ye Khaeji, 41, pp.5~23 (2007)
- "Helping EFL/ESL students by asking quality questions" (2003)[URL]
- Long, M.H., "Classroom foreigner talk discourse: forms and functions of teacher’s questions", ~ (1983)
- Nunan, D., "Understanding language classrooms: A guide for teacher-initiated action" (1989), Prentice Hall
- Öcan, S., "The effects of asking referential questions on the participation and oral production of lower level language learners", pp.2010
- Shomoossi, N., "The effect of teacher’s questioning behaviour on EFL classroom interaction: A classroom research study", The Reading Matrix, 4, pp.96~104 (2004)
- Thompson, G., "Training teachers to ask questions", ELT Journal, 51, pp.99~105 (1997)
- Thompson, G., "Training teachers to ask questions", ELT Journal, 51, pp.99~105 (1997)
- Tsui, A. B. M., "Introducing Classroom Interaction" (1995), Penguin
- Walsh, S., "Construction or obstruction: Teacher talk and learner involvement in the EFL classroom", Language Teaching Research, 6, pp.3~23 (2002)
- Yang. C., "Teacher questions in second language classroom", Asian EFL Journal, 12(1), pp.181~201 (2010)