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ERIC Number: EJ803270
Record Type: Journal
Publication Date: 2007
Pages: 17
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0033-6882
Questioning in Chinese University EL Classrooms: What Lies beyond It?
Tan, Zhi
RELC Journal: A Journal of Language Teaching and Research, v38 n1 p87-103 2007
This paper reports the findings of a study examining classroom questioning behavior and its impacts on students' development. A triangulation was conducted to collect data: observations of nine university English lessons, semi-structured interviews with six teachers and focus group discussions with three groups of students. The data showed that many of the questions asked were lower cognitive questions and that they were mostly answered in chorus or by teacher nomination. The findings revealed that questioning was employed by the teachers to check text comprehension, hold the students' attention on the texts, to enhance and protect teacher's and students' face, to maintain classroom discipline, to establish teacher authority, and to gain student respect and acceptance. The results indicate that the questioning behavior identified is likely to have potential negative impact on the students. Tentative suggestions are made for improving questioning style to fit the Chinese educational reform agenda. (Contains 3 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China