The Effect of Teacher's Questioning Behavior on EFL Classroom Interaction: A Classroom-Based Research

Autor/in	Shomoossi, Nematullah
Titel	The Effect of Teacher's Questioning Behavior on EFL Classroom Interaction: A Classroom-Based Research
Quelle	(1997), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Abschlussarbeit (Bachelor, Master, Diplom, Magister)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Reading Comprehension; Classroom Research; Interaction Process Analysis; Ethnography; Foreign Countries; English (Second Language); Questioning Techniques; Classroom Communication; Interpersonal Relationship; Teacher Behavior; Teaching Methods; Second Language Instruction; Teacher Researchers; Observation; College Students; College Faculty; Iran + Suchen Sie Ihr Suchwort? Leseverstehen; Prozessanalyse; Ethnografie; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Befragungstechnik; Fragetechnik; Klassengespräch; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Lehrerforschung; Beobachtung; Collegestudent; Fakultät
Abstract	Background: After the failure of several important methods comparison studies in the 1960s, the influence of interaction analysis stimulated interest in foreign language classroom processes. More careful observational studies gradually revealed which process variables were of interest. Also, there has been much research on teacher talk, with a focus on issues such as the amount and type of teacher talk, speech modifications made by teachers, instructions and explanations, error correction and questions have been more or less the center of attention. Purpose: This qualitative-quantitative study is conducted as a classroom research and has focused on two question types: display and referential. It explored recurring patterns of questioning behavior and their interactive effects through non-participant observation. Research design: Forty reading comprehension classes were observed in Tehran, Iran by the investigator. The observations were done by the researcher and the study data were gathered through partial ethnography. Events were coded and analyzed. General patterns were considered in regard with the teacher's questioning behavior and the students' interaction to them. Findings: The findings indicated that display questions were used by teachers more frequently than referential questions. Also, it was concluded that NOT all referential questions could create enough interaction. Further elaboration on the results may be found in the study report. Appendixes include: (1) Typical general questions from the data; (2) Typical referential questions (RQs) from the data; and (3) Typical display questions. (DQs) from the data(Contains 6 tables.) [M.A. Thesis, University of Allameh Tabatabaee.] (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10