Classroom Questioning: Pre-Service EFL Teachers' Questioning and Modification Strategies

Autor/in	Gülten, Aysegül Zingir
Titel	Classroom Questioning: Pre-Service EFL Teachers' Questioning and Modification Strategies
Quelle	In: Shanlax International Journal of Education, 11 (2023), S.54-61 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2320-2653
Schlagwörter	Preservice Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Questioning Techniques; Teacher Student Relationship; Classroom Communication; Teacher Education Programs; Audio Equipment; Secondary School Students; Educational Quality; Teaching Methods; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Befragungstechnik; Fragetechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Audio-CD; Sekundarschüler; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Türkei
Abstract	One of the most important keys to create an interactive language classroom is initiation of interaction by the teacher. In order to foster interaction in foreign language classrooms, "questioning" is known as one of the effective ways. However, asking lots of questions in foreign language classrooms does not guarantee stimulation of interaction for language teachers. Thus, the quality of the questioning strategies employed by foreign language teachers has of significance. The present study takes exploratory-descriptive inquiry into research issue under investigation and sets out to search teacher questions posed in EFL classrooms in Turkey. The participants of the study are 10 senior pre-service EFL teachers. The data is gathered by means of observation, field-notes and audio-recordings of classroom observations held in secondary school classrooms. The results reveal that Turkish pre-service EFL teachers mostly use display questions and use modification strategies like rephrasing, simplification, repetition, decomposition, and probing. However, they have challenges when sequencing questions. They tend to ask many things at a time or prefer very general questions. They fail when giving prompts, clues or examples and they tend to reply to their own questions. The present study offers some implications for teacher education programs to increase the quality of pre-service teacher training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01