Teacher questions in second language classrooms: An investigation of three case studies

Abstract

The present study investigates the types of questions asked by three NNS pre-service English teachers teaching in three different bands of secondary schools during the whole class teaching portion of their lessons through analyzing the transcripts of their videotaped lessons. A special emphasis is put on exploring the effects of the types of questions teachers ask on the students’ discourse patterns. Similar to the results of previous research, the findings of this study show that in all the three lessons, yes/no questions, and closed and display questions were frequently asked by the teachers, while open and referential questions were rarely or even never asked. However, the referential questions themselves will not make students produce longer responses unless the teachers are able to encourage their students to elaborate further rather than just accepting those brief and syntactically less complex responses. The implications of this study are that pre-service teachers should be provided with more training in developing their questioning techniques. Also, to facilitate second language development and bring about more dialogic forms of whole class teaching, students could be asked to expand their thinking, justify or clarify their opinions in the follow-up moves.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 37 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.