Teachers' use of questions in ESL classrooms

Teacher questions are a means by which teachers check students' factual knowledge and facilitate the learning of the target language in the ESL classrooms. This study investigates the types of oral questions used by teachers in the second language classroom. The focus of the study is on the us...

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Main Author:	Kalyani, Rajoo
Format:	Thesis
Language:	eng eng
Published:	2005
Subjects:	LB1025-1050.75 Teaching (Principles and practice)
Online Access:	https://etd.uum.edu.my/4837/1/s83885.pdf https://etd.uum.edu.my/4837/2/s83885_abstract.pdf
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id	my-uum-etd.4837
record_format	uketd_dc
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Haroon, Harshita Aini
topic	LB1025-1050.75 Teaching (Principles and practice)
spellingShingle	LB1025-1050.75 Teaching (Principles and practice) Kalyani, Rajoo Teachers' use of questions in ESL classrooms
description	Teacher questions are a means by which teachers check students' factual knowledge and facilitate the learning of the target language in the ESL classrooms. This study investigates the types of oral questions used by teachers in the second language classroom. The focus of the study is on the use of referential and display questions and their effect on students' responses. The aim of the study is also to investigate the use of probing questions by teachers to follow-up and extend students' responses. Data was collected from two ESL classrooms in a teacher training college and involved two lecturers and their students enrolled in the pre-service diploma courses. Data was obtained by means of classroom observations and interviews with the teachers and pupils. The results indicate that although teachers used both referential and display questions in their classrooms, their choice seemed to depend on the types of lessons and their instructional goals. However this study could not establish the effect of the use of display and referential questions on student responses. The findings also reveal that probing questions were used by the teachers in a number of ways to extend students' responses. The results also indicate that the use of probing questions had prolonged the exchange between teacher and pupil and in some instances facilitated improved responses from the students.
format	Thesis
qualification_name	masters
qualification_level	Master's degree
author	Kalyani, Rajoo
author_facet	Kalyani, Rajoo
author_sort	Kalyani, Rajoo
title	Teachers' use of questions in ESL classrooms
title_short	Teachers' use of questions in ESL classrooms
title_full	Teachers' use of questions in ESL classrooms
title_fullStr	Teachers' use of questions in ESL classrooms
title_full_unstemmed	Teachers' use of questions in ESL classrooms
title_sort	teachers' use of questions in esl classrooms
granting_institution	Universiti Utara Malaysia
granting_department	Faculty of Cognitive Sciences and Education
publishDate	2005
url	https://etd.uum.edu.my/4837/1/s83885.pdf https://etd.uum.edu.my/4837/2/s83885_abstract.pdf
_version_	1747827811582738432
spelling	my-uum-etd.48372015-08-11T04:12:17Z Teachers' use of questions in ESL classrooms 2005 Kalyani, Rajoo Haroon, Harshita Aini Faculty of Cognitive Sciences and Education Faculty of Cognitive Sciences and Education LB1025-1050.75 Teaching (Principles and practice) Teacher questions are a means by which teachers check students' factual knowledge and facilitate the learning of the target language in the ESL classrooms. This study investigates the types of oral questions used by teachers in the second language classroom. The focus of the study is on the use of referential and display questions and their effect on students' responses. The aim of the study is also to investigate the use of probing questions by teachers to follow-up and extend students' responses. Data was collected from two ESL classrooms in a teacher training college and involved two lecturers and their students enrolled in the pre-service diploma courses. Data was obtained by means of classroom observations and interviews with the teachers and pupils. The results indicate that although teachers used both referential and display questions in their classrooms, their choice seemed to depend on the types of lessons and their instructional goals. However this study could not establish the effect of the use of display and referential questions on student responses. The findings also reveal that probing questions were used by the teachers in a number of ways to extend students' responses. The results also indicate that the use of probing questions had prolonged the exchange between teacher and pupil and in some instances facilitated improved responses from the students. 2005 Thesis https://etd.uum.edu.my/4837/ https://etd.uum.edu.my/4837/1/s83885.pdf text eng validuser https://etd.uum.edu.my/4837/2/s83885_abstract.pdf text eng public masters masters Universiti Utara Malaysia Barnes, C. (1983). Questioning in college classrooms. 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Teachers' use of questions in ESL classrooms

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