Classifying Teacher Questions in EFL Classrooms: Question Types and Their Proper Use

Autor/in	Wong, Ruth
Titel	Classifying Teacher Questions in EFL Classrooms: Question Types and Their Proper Use
Quelle	In: TESOL in Context, 20 (2010) 1, S.37-57 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-8385
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Case Studies; Classification; Questioning Techniques; Interviews; Observation; Language Teachers; Student Attitudes; Vocabulary Development; Grammar; Cognitive Ability; Language Usage; Teaching Methods; Instructional Effectiveness; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Classification system; Klassifikation; Klassifikationssystem; Befragungstechnik; Fragetechnik; Interviewing; Interviewtechnik; Beobachtung; Language teacher; Sprachunterricht; Schülerverhalten; Wortschatzarbeit; Grammatik; Denkfähigkeit; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Hongkong
Abstract	This paper reports the findings of a case study investigating the taxonomy of question-types in Hong Kong EFL classrooms, their appropriate application by teachers, and the resulting effectiveness in helping students understand the correct lesson objectives. Triangulation was conducted in data collection using classroom observations, teacher in-depth interviews, and student interviews. Results indicated low-cognitive questions were common. Of those, knowledge-based questions were most frequently used for teaching vocabulary or confirming student understanding. This was regardless of whether the lesson's nature was straightforward grammar or task-based learning. Other findings indicated that teachers used questions inefficiently to manage the classroom or stage lessons. High-cognitive questions, which engender practical English use, were rarely used. Teacher-selected question-types are evaluated for effectiveness, and implications for classroom pedagogy are discussed. (As Provided).
Anmerkungen	Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10