A Case Study of Teacher Coaching on Question Use
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This paper mainly focused on what types of questions were more employed in a Korean college-level English class and whether English-speaking teacher’s questioning behavior has been changed after the coaching on the teacher’s question use. To do this, classroom observations were conducted two times, and the teacher’s verbal talks were transcribed. Before the second observation, a teacher coaching session on question use was provided. The results showed that there were more display questions than referential in the teacher talk before the coaching. However, the teacher utilized referential questions more frequently than he did at the first observation. The findings also revealed that the students’ responses to referential questions were much longer and more syntactically complex than their responses to display questions, which led the class more interactive and let the students have responsibility for their learning.
Abstract
This paper mainly focused on what types of questions were more employed in a Korean college-level English class and whether English-speaking teacher’s questioning behavior has been changed after the coaching on the teacher’s question use. To do this, classroom observations were conducted two times, and the teacher’s verbal talks were transcribed. Before the second observation, a teacher coaching session on question use was provided. The results showed that there were more display questions than referential in the teacher talk before the coaching. However, the teacher utilized referential questions more frequently than he did at the first observation. The findings also revealed that the students’ responses to referential questions were much longer and more syntactically complex than their responses to display questions, which led the class more interactive and let the students have responsibility for their learning.
참고문헌 (17)
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