Questioning practice in the EFL classroom
Questioning has been identified in the literature as a key teaching and learning activity with the quantity and quality of questions directly linked to language acquisition and a general positive learning experience. The purpose of this empirical study was to explore patterns of questions used by EF...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Published: |
Peoples' Friendship University of Russia (RUDN University),
2019-03-01T00:00:00Z.
|
| Subjects: | |
| Online Access: | Connect to this object online. |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Questioning has been identified in the literature as a key teaching and learning activity with the quantity and quality of questions directly linked to language acquisition and a general positive learning experience. The purpose of this empirical study was to explore patterns of questions used by EFL teachers in a classroom environment. Using an observation methodology, four teachers were observed in class and a transcript made of the questions they each asked their learners. The teachers were then asked to attempt a classification of the question types in order to gain an insight into the strategy from the perspective of teacher cognition. The results confirmed that questioning is a major teaching technique that is appreciated by teachers and manipulated for a variety of pedagogical purposes. Questions most valued by teachers as instrumental in achieving quality learning were those which guided learners to the pursuit of meaningful and motivating goals with a high degree of cognitive and linguistic challenge. |
|---|---|
| Item Description: | 2520-2073 2521-442X 10.29366/2019tlc.3.1.4 |