{"title":"Questioning practice in EFL classrrom interactions: from type to syntactical form","authors":"H. Darong","doi":"10.31763/IJELE.V3I2.261","DOIUrl":null,"url":null,"abstract":"As the most prominent features uttered by EFL teachers in classroom interactions, questioning plays important roles to invite student responses. This study was an attempt to analyse questioning practice employed by EFL teachers in terms of ways or strategies namely contingency, convergence-divergence, and syntactical form in their interactions with students. Data were gathered from four purposefully chosen English teachers’ questions employed during their interactions with students at a larger corpus project of UMSpEAKs (Universitas Negeri Malang Spoken English in Academic Kontexts), thus, transcribed and analysed following the principle of Conversation Analysis (CA). The Conversation Analysis revealed that the contingent questions differently appeared for each teacher. The most question type used to be contingent was a clarification. Besides, the teacher questions were mainly convergent and divergent by means of display questions that consistently evolved student contributions and enlarge the talks. Meanwhile, the most frequently occurring question- syntactical form was W-h questions and followed by yes-no question forms. The W-h questions having more syntactically complex utterances than yes/no questions were powerful and would prompt more students’ responses. Meanwhile, yes/no questions were posed when the teachers felt that students have difficulty in answering or understanding the W-h and how/what about questions and invited short responses. Thus, contingency, convergence-divergence, and syntactical form that was differently constructed following the commodity exchange in the classroom discourse were very beneficial to invite student responses, discursively carry functions, and extend the classroom discourse.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Development Education and Global Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.31763/IJELE.V3I2.261","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1
Abstract
As the most prominent features uttered by EFL teachers in classroom interactions, questioning plays important roles to invite student responses. This study was an attempt to analyse questioning practice employed by EFL teachers in terms of ways or strategies namely contingency, convergence-divergence, and syntactical form in their interactions with students. Data were gathered from four purposefully chosen English teachers’ questions employed during their interactions with students at a larger corpus project of UMSpEAKs (Universitas Negeri Malang Spoken English in Academic Kontexts), thus, transcribed and analysed following the principle of Conversation Analysis (CA). The Conversation Analysis revealed that the contingent questions differently appeared for each teacher. The most question type used to be contingent was a clarification. Besides, the teacher questions were mainly convergent and divergent by means of display questions that consistently evolved student contributions and enlarge the talks. Meanwhile, the most frequently occurring question- syntactical form was W-h questions and followed by yes-no question forms. The W-h questions having more syntactically complex utterances than yes/no questions were powerful and would prompt more students’ responses. Meanwhile, yes/no questions were posed when the teachers felt that students have difficulty in answering or understanding the W-h and how/what about questions and invited short responses. Thus, contingency, convergence-divergence, and syntactical form that was differently constructed following the commodity exchange in the classroom discourse were very beneficial to invite student responses, discursively carry functions, and extend the classroom discourse.
提问是英语教师在课堂互动中最突出的特点,它对激发学生的反应起着重要的作用。本研究旨在分析英语教师在与学生互动时所采用的提问方式或策略,即偶然性、收敛-发散性和句法形式。在UMSpEAKs (Universitas Negeri Malang口语学术项目)的一个大型语料库项目中,有针对性地选择了4位英语教师在与学生互动时提出的问题,收集了数据,并按照会话分析(CA)的原则进行了转录和分析。对话分析显示,每个教师的偶然问题出现方式不同。过去最可能的问题类型是澄清。教师提问以收敛性和发散性为主,以展示性问题为主,不断进化学生的贡献,扩大谈话内容。同时,出现频率最高的问句句法形式是W-h问句,其次是是-否问句。“W-h”问题比“是/否”问题具有更复杂的句法表达,具有更强的作用,能激发更多学生的反应。同时,当教师认为学生在回答或理解“W-h”和“how/what”方面有困难时,提出“是”/“否”问题,并请学生简短回答。因此,课堂话语中随商品交换而不同构建的偶然性、趋同-发散性和句法形式,都有利于引起学生的反应,发挥语篇功能,扩展课堂话语。