As a future teacher

abmas, 2011

This small-scale research is expected to serve as a reflective means for teachers so that they can explore their questioning types in their own classroom. It analyzed questioning types used by three teachers of general English classes. The questioning types were classified based on three dimensions-purpose, form, and function. The purpose-based questioning types, based on Long and Sato"s findings (1983), were classified into two: referential and display. The form-based questioning types, based on the classification of question types by Celce-Murcia and Larsen-Freeman (1999) and Biber et al. (1999), were classified into four major types: yes/noquestions, wh-questions, tag questions, and alternative questions. The function-based questioning types, based on Long and Sato"s findings (1983), were classified into three sub-types: comprehension checks, confirmation checks, and clarification requests. The data, obtained from three recorded class meetings, were transcribed and analyzed to see what questioning types each teacher employed and to obtain the number and percentage distribution of questioning types each teacher used. The results showed that referential questions were more frequently used than display questions at higher levels. There were a substantial number of incomplete questions, a form-based questioning type that did not belong to the classification of form-based questioning types employed in this study. The predominant use of incomplete questions in a communicative classroom should be reviewed as this questioning type required accuracy, rather than promoting language practice. The third type, the function-based questioning types, did not occur frequently at all the three stages. This study suggests that teachers use incomplete questions less frequently and try to use other form-based questioning types. It also encourages teachers to reflect on their own teaching and pursue their professional development.

Review of Educational Research, 1970

This study surveys the use of questions in the classroom over a fifty-year period. It reveals that the main trend has been the development of techniques to describe questions used by teachers. The present state of research knowledge deals with the incidence of teachers' questions, the relative frequencies with which various types of questions are asked, and taxonomies describing questions which teachers ask. Suggested contributions which can be made by researchers interested in improving the quality of classroom teaching include development of taxonomies based on the types of questions which should be asked; identification of desired changes in student behavior; determination of whether new questioning strategies have the impact on student behavior which is claimed for them; implementation of effective teacher-training programs in the strategy and use of questioning techniques; and the fostering of inservice training programs in questioning skills. (See related document CS 000 186.) (Several pages may be light.

Procedia - Social and Behavioral Sciences, 2010

This study was carried out on 156 elementary school teachers working in 20 elementary schools in 5 different districts of Istanbul. A total of 492 class hours were observed and the questions asked by teachers during these class hours were recorded on essay type observation forms. Percentages, frequency distributions and weighted mean values were calculated for the data obtained. The teachers were observed to ask a total of 4,467 questions, which were classified as open-ended and one-answer. The results showed that 85.60% of all the questions asked by the teachers were one-answer, while only the remaining 14.40% were open-ended. It was also found that teachers asked an average of 9.08 questions in one class hour in all courses.

1970

This study surveys the use of questions in the classroom over a fifty-year period. It reveals that the main trend has been the development of techniques to describe questions used by teachers. The present state of research knowledge deals with the incidence of teachers' questions, the relative frequencies with which various types of questions are asked, and taxonomies describing questions which teachers ask. Suggested contributions which can be made by researchers interested in improving the quality of classroom teaching include development of taxonomies based on the types of questions which should be asked; identification of desired changes in student behavior; determination of whether new questioning strategies have the impact on student behavior which is claimed for them; implementation of effective teacher-training programs in the strategy and use of questioning techniques; and the fostering of inservice training programs in questioning skills. (See related document CS 000 186.) (Several pages may be light.

2016

This study described the types of questions, examined the frequency of the questions types, found out the reasons teacher addresses the high frequency questions as well as what the learners responded to those questions in seventh graders of Cita Hati Junior High School. The results demonstrated that both display and referential questions were asked by the teacher in his teaching. The teacher’s reasons of asking referential questions were to dig more information and build interaction with the students. Both referential and display questions could produce students’ long verbal form responses. Furthermore, the students could also produce not only longer but also more complex responses toward referential questions. By asking referential questions, his teaching was more alive since his students were in high English proficiency. Above all, it shows that the teacher question types were not only used to acquire the form of students’ responses but also to achieve the teacher’s purposes of as...

Baylor University Medical Center Proceedings, 2015

ABSTRAK Penelitian ini bertujuan untuk mengetahui tipe – tipe pertanyaan (questions) dalam bahasa Inggris yang diberikan oleh guru di dalam kelas dan fungsi dari pertanyaan yang diberikan. Adapun penelitian ini dilakukan pada guru kelas 1 SMP Tamalate, Gorontalo. Dan teknik pengumpulan data yaitu dengan melakukan observasi dan interview. Hasil dari penelitian ini adalah guru kelas 1 SMPN 11 Tamalate, Gorontalo hanya menggunakan 2 tipe pertanyaan yaitu Display Questions dan Referential Questions, tidak terdapat Open-Closed Questions di dalam proses pembelajaran karena guru mempertimbangkan level kelas siswa yang masih rendah. Dan tujuan guru dalam memberikan pertanyaan tipe Display Questions dan Referential Questions adalah untuk mengetahui pengetahuan siswa tentang apa yang mereka pelajari dan untuk memberi kesempatan kepada siswa agar berani bertanya dan berbicara.

Reading World, 1984

Preservice teachers can be taught skills in questioning techniques through a three-stage process of modeling, practicing, and evaluation. In a methods course taught by the authors, education students were confused by the variety of questioning teChniques available, and would not adopt effective and efficient apprdaches to questioning. A three-stage model, to teach students about questioning techniques, consisting of initial training, practice and evaluation, and final evaluation, was used by teacher educatorS. During initial training, two paradigms of question types were presented: (1) affectively oriented questions for encouraging disclissions about pupils' feelings toward reading passages as well 4s eliciting critical evaluation; and (2) cognitive questions for assessing comprehensive skills in textual materials at three academic levels The education students discussed, observed, and analyzed each questioning method. In the second phase, students submitted examples'of each question type, and classified and analyzed both their own and their peers' questions. In the final stage of training, students analyzed and evaluated the quality of all their own and their peers' work from the beginning of the semester. (FG)

he hundreds of questions the typical American teacher asks on a typical day reflect the great popularity of the recitation method A recitation is basically a series of teacher questions (usually about textbook content), each eliciting a student response and sometimes a teacher reaction to that response. The prevalence of teaching by recitation has been found in previous reviews of research on teachers' questions. which include studies going back to the turn of the century (Gall, 1970; Hoetker and Ahlbrand, 1969). Recent studies of classroom teaching (Dillon, 1982a; Durkin, 1978; Sirotnik, 1983) confirm that the recitation method is still widely used. Because questions occur so frequenthl in classroom teaching, we are led to wonder about their effects on students Do teachers' questions help students learn the curriculums Do they promote the development of thinking skills' Are some questioning practices more effective than others? Research prior to 1970 provided few answers to these important questions; since then, however, many relevant investigations have been carried out Effects of Fact and Higher Cognitive Questions Researchers have developed many systems for classifying teacher questions (Gall, 1970), but they usually simplify their data analyses by classifying all teacher questions into just two categories: fact and higher cognitive Fact questions require students to recall previously presented information, whereas higher cognitive questions require students to engage in independent thinking