TEACHER'S QUESTIONING BEHAVIOR IN AN EFL CLASSROOM

• Main Author: Yuliyanti, - (Author)
• Format: Book
• Published: 2008-08-27.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/94134/3/s_c0351_033646_table_of_content.pdf; http://repository.upi.edu/94134/1/s_c0351_033646_chapter1.pdf; http://repository.upi.edu/94134/2/s_c0351_033646_chapter3.pdf; http://repository.upi.edu/94134/5/s_c0351_033646_chapter5.pdf; http://repository.upi.edu/94134/4/s_c0351_033646_bibliography.pdf
• Keywords: L Education (General)

This descriptive-qualitative study entitled "Teacher's Questioning Behavior in an EFL Classroom" was aimed at investigating teacher's questioning behavior-types and strategies of teacher's question-in an EFL classroom and the contribution of teacher's questions to learner language production. The data were obtained from four sessions of English lesson in SMPN 15 Bandung within which an English teacher and thirty seven learners were involved as the participants. This study employed multiple data collecting methods, i.e. observation, field-notes, and interview. Types of teacher's questions were identified using Bloom's taxonomy of teacher questions (1956); while, the analysis of questioning strategies was relied on the framework of Chaudron (1988), Wu (1993), Anwar (2000), and Tsui et al. (2004). Then, Suherdi's framework (2007) was occupied to examine learner language production. It was revealed that the teacher highly employed knowledge questions and code-switching strategies. In addition, learners' verbal responses were varied in the form of letter, syllable, word, phrase, and sentence. Longer responses in the form of sentences were better produced by teacher's display questions. It was concluded that there are several factors that might influence teacher's questioning behavior as well as its contribution to learner language production, namely: (1) the objectives of the lesson, (2) teacher's teaching belief, and (3) the variety of learning tasks.