Asking Giving Opinion 2

2018

This study aims at comparing and contrasting expressions of asking opinions in the textbook and corpora. It, moreover, gives a suggestion which expressions could be given for English learning purposes based on the findings in the corpora. Corpus-assisted discourse study was used as the method. The corpora used in this study are COCA, BYU-BNC, SOAP, and Strathy. The frequency, positions, and characteristics of dialogues in which the expressions occur are the focus of the investigation. Some expressions for instance what is your point of view about… never occur in the corpora. The textbook only presented the expressions to occur in initial positions. However, other positions also can be found in the corpora. Based on the corpus finding, the interlocutors tend to find more information related to the topics, extend the topics, and make comparison when they ask opinions. Other expressions such as do you have an opinion … and in your opinion … were possible to use based on the findings in the corpora.

Jurnal KATA

The study examined the occurrences of asking opinions in the textbook and the ones in the British National Corpus (BNC). Because the expressions in the textbook occur in isolation, it does not give sufficient context in which the expressions occur. For instance, there are no strategies that the speakers use to make the hearers understand their questions. According to Relevance theory, the speakers tried to give relevant input to the hearers in order to obtain the goal of communication (Wilson & Sperber, 2008). Therefore, the present study analyzed expressions of asking opinions in BNC to provide what strategies the speakers use in order to make the questions relevant for the hearers. A corpus-assisted discourse study was conducted to find the strategies. The strategies were analyzed on the light of Relevance theory. It was found that some expressions were not found in BNC. The speakers applied several strategies namely introducing, asking more questions, giving options, and elaborating. They provide relevant information when asking questions. When the speakers did not get hearers' opinions, they tried to give more information or options to elicit hearers' responses.

2014

a brief description of what evaluative inquiry is, including an example

Language Typology and Language Universals, 2001

Language, 2005

Library of Congress Cataloging-in-Publication Data Ginzburg, Jonathan, 1964-Interrogative investigations : the form, meaning, and use of English interrogatives / Jonathan Ginzburg, Ivan A. Sag. p. cm.-(CSLI lecture notes ; no. 123) Includes bibliographical references (p.) and index.

The International Encyclopedia of Language and Social Interaction, 2015

Empirical evidence indicates that no real communication can take place without questions. Whether questions are explicit or implicit, direct or indirect, their prominent role in communication can hardly be overestimated. The scholarly interest in the art and technique of questioning and answering, which started with the ancient Greek rhetoricians, is still very much alive. Over time, there have been several shifts in emphasis-as to whether it is the act of questioning or the act of answering that is fundamental to creating synergies in human thinking, in action, and interaction. Thus the probing maieutics of Socrates and the question-driven dialogues of Plato were envisaged as marking a convergence between inquiry and desire, namely as manifestations of the desire to acquire knowledge, certainty, or just information. Aristotle placed a strong emphasis on the complementarity of questions and answers as a prerequisite for the acquisition of knowledge in the form of pertinent answers. His view was based on a widespread belief, with roots in Socratic inquiry, that dialectical thinking consists in the ongoing dialogical interplay of questions and answers. In premodern and modern times, the philosophers were the ones who continued to grapple with the communicative and existential issues related to questions; and these triggered many controversies. By postulating that questions and answers are utterances whose truth or falsehood cannot be established, Aristotle left a decisive legacy, whereby the study of questions was relegated from rhetoric and philosophy to grammar and linguistics, which have long been committed to exploring the forms and functions of different kinds of questions, posed in various circumstances and for varying purposes. In the logical, philosophical, and linguistic literature, a number of theoretical frameworks have been used to analyze the forms, meanings, and functions of questions. In the field of linguistics, several theoretical schools have been concerned with describing and defining the distinctive features of questions in general and of their multiple uses in particular. Focusing exclusively on syntax, structuralist grammarians pointed to relevant aspects of the formal construction of questions, such as word order or affirmative versus negative orientation. As a founder and foremost representative of the transformational-generative school, Chomsky treated interrogative sentences as being derived from a commonly shared declarative counterpart. Although a major drawback of his theory was the exclusion of extralinguistic context, one of his main contributions to the study of interrogatives consists in providing a common insertion of the dummy do for interrogative, negative, and emphatic transformations. Within the framework of transformational-generative approaches, significant contributions to the study of questions have been made by Borkin, Sadock, and Pope (among others).

1997

European Journal of Education Studies, 2021

In the current study, it was aimed to determine the opinions of primary school class teachers about their question asking skill, questioning strategies and the question types they use. The study employed the survey model, one of the qualitative research methods. In line with the purpose of the study, interviews were conducted with 52 primary school class teachers working in state and private schools in the Buyukcekmece district of the city of Istanbul. The data collected with a semi-structured interview form were analyzed by using the descriptive and content analysis methods. According to the results of the study, it was concluded that while determining the purposes of the questions they ask, the primary school class teachers mostly focus on evaluation, that the types of questions they use do not go beyond measuring the information possessed by students, that they think that the main advantage of asking questions is receiving feedbacks, that they think that knowing question asking s...

1996