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Persistent Monologicality amidst Variation in Teachers’ Questioning Practices in Malaysian English Language Classrooms

Shin Yen Tan|Meng Yew Tee|Moses Samuel
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2018.01|Journal of Asia TEFL|제14권 제4호|pp. 621-637

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참고문헌

키워드

questioningmonologicclassroom interactiondialogicteacher practice

초록

This video study examines teachers’ questioning practices in English language classrooms in Malaysia, and how different types of questions, wait time, and reaction moves influence classroom interaction. The study found that although there was an overarching monologicality across all classrooms, teachers’ questioning practices were not limited to the typical, monologic mixture of display questions, non-existent or short wait time, and/or reaction moves which could obstruct student talk. There were also opportunities for dialogicality initiated through teachers’ employment of referential questions, longer wait time, and/or reaction moves which could facilitate advanced student talk, but monologicality in classroom interaction persisted. Such observation directs our attention to the understanding and further contemplation that nurturing dialogicality is not a mere issue of strategy use.

Abstract

This video study examines teachers’ questioning practices in English language classrooms in Malaysia, and how different types of questions, wait time, and reaction moves influence classroom interaction. The study found that although there was an overarching monologicality across all classrooms, teachers’ questioning practices were not limited to the typical, monologic mixture of display questions, non-existent or short wait time, and/or reaction moves which could obstruct student talk. There were also opportunities for dialogicality initiated through teachers’ employment of referential questions, longer wait time, and/or reaction moves which could facilitate advanced student talk, but monologicality in classroom interaction persisted. Such observation directs our attention to the understanding and further contemplation that nurturing dialogicality is not a mere issue of strategy use.

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