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ERIC Number: ED500840
Record Type: Non-Journal
Publication Date: 1997-Nov-20
Pages: 54
Abstractor: Author
Reference Count: 131
ISBN: N/A
ISSN: N/A
The Effect of Teacher's Questioning Behavior on EFL Classroom Interaction: A Classroom-Based Research
Shomoossi, Nematullah
Online Submission
Background: After the failure of several important methods comparison studies in the 1960s, the influence of interaction analysis stimulated interest in foreign language classroom processes. More careful observational studies gradually revealed which process variables were of interest. Also, there has been much research on teacher talk, with a focus on issues such as the amount and type of teacher talk, speech modifications made by teachers, instructions and explanations, error correction and questions have been more or less the center of attention. Purpose: This qualitative-quantitative study is conducted as a classroom research and has focused on two question types: display and referential. It explored recurring patterns of questioning behavior and their interactive effects through non-participant observation. Research design: Forty reading comprehension classes were observed in Tehran, Iran by the investigator. The observations were done by the researcher and the study data were gathered through partial ethnography. Events were coded and analyzed. General patterns were considered in regard with the teacher's questioning behavior and the students' interaction to them. Findings: The findings indicated that display questions were used by teachers more frequently than referential questions. Also, it was concluded that NOT all referential questions could create enough interaction. Further elaboration on the results may be found in the study report. Appendixes include: (1) Typical general questions from the data; (2) Typical referential questions (RQs) from the data; and (3) Typical display questions. (DQs) from the data(Contains 6 tables.) [M.A. Thesis, University of Allameh Tabatabaee.]
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran