A Descriptive Study of Teacher Questioning Behavior in an Elementary EFL Classroom

• 영문명: A Descriptive Study of Teacher Questioning Behavior in an Elementary EFL Classroom
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Yunghwan Kwon
• 간행물 정보: 『영어교육연구』제18권 3호, 89~108쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2006.09.01

영문 초록

  This study is a descriptive analysis of teacher questioning behavior in an elementary EFL classroom. Ethnological methodology, along with analytical triangulation to enhance the interpretation of the observations and conclusions, was applied through the use of audio and videotaping, field notes, and interviews. The focus of the study was the type and nature of teacher questioning behavior and the effectiveness of the questioning in eliciting student answers. In particular, display and referential questioning was examined, and the purposes behind the questions analysed. The results of the study indicate that more natural responses are generated by referential questioning; and, in general, more constructive teacher-student interaction can be maintained through questioning that focuses more on the students’ personal responses to the content than on simple content and comprehension checking. In addition, sequential questioning that lowered anxiety, and allowed the students to become more confident in the content of the questioning and their ability to answer, generated substantially enhanced utterances. It is suggested that an examination of their questioning behavior will help teachers to more effectively promote communicative competence.

목차

영어 초록
Ⅰ. INTRODUCTION
Ⅱ. LITERATURE REVIEW
Ⅲ. METHOD
Ⅳ. FINDINGS AND DISCUSSION
Ⅴ. IMPLICATIONS
REFERENCES
저자소개

키워드

questioning descriptive study observation