EFL TEACHER QUESTIONS TO SCAFFOLD LEARNING PROCESS: A CONVERSATION ANALYTIC STUDY

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YAQUBI BAQER; MOZAFFARI FATEMEH

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Information Journal Paper

Title

EFL TEACHER QUESTIONS TO SCAFFOLD LEARNING PROCESS: A CONVERSATION ANALYTIC STUDY

Author(s)

YAQUBI BAQER | MOZAFFARI FATEMEH | Issue Writer Certificate

Keywords

CLASSROOM INTERACTIONQ2

TEACHER QUESTIONSQ2

UNFOLDING SEQUENCEQ2

PARTICIPATIONQ2

LEARNING OPPORTUNITYQ3

SCAFFOLDQ3

CONVERSATION ANALYSISQ3

Abstract

Questioning practice constitutes one of the typical and fundamental interactional tools in L2 teaching. Much L2 research on TEACHER QUESTIONS has been quantitative studies focusing on identifying question types and their roles in language acquisition and meaning negotiation. However, by drawing on CONVERSATION ANALYSIS within a sociocultural perspective, this study examines qualitatively how EFL TEACHER QUESTIONS can SCAFFOLD learning processes. The data were collected through videotaping EFL CLASSROOM INTERACTION. Eleven sessions of seven intermediate-level teachers in private language schools were recorded. Through the microanalysis of the transcribed data, the study found that EFL teachers vary in their structuring of unfolding question-answer sequences and that only a small number of TEACHER QUESTIONS tended to provide learning opportunities. Four question types providing SCAFFOLDed assistance were identified: simplifying questions, marking questions, prompting questions and asking-foragreement questions. This study contributes to understanding how the interactive nature of the questions teachers pose can shed light on the connection between teachers’ practices and students’ learning across UNFOLDING SEQUENCE. It argues that TEACHER QUESTIONS are more than elicitation techniques; they are mediational interactional tools to assist PARTICIPATION and comprehensibility. Some examples illustrating these communicative moves of questions and their SCAFFOLDing functions are provided. The implications for teacher education are also discussed.

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APA: Copy

YAQUBI, BAQER, & MOZAFFARI, FATEMEH. (2011). EFL TEACHER QUESTIONS TO SCAFFOLD LEARNING PROCESS: A CONVERSATION ANALYTIC STUDY. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, 4(1 (8)), 228-259. SID. https://sid.ir/paper/181396/en

Vancouver: Copy

YAQUBI BAQER, MOZAFFARI FATEMEH. EFL TEACHER QUESTIONS TO SCAFFOLD LEARNING PROCESS: A CONVERSATION ANALYTIC STUDY. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE[Internet]. 2011;4(1 (8)):228-259. Available from: https://sid.ir/paper/181396/en

IEEE: Copy

BAQER YAQUBI, and FATEMEH MOZAFFARI, “EFL TEACHER QUESTIONS TO SCAFFOLD LEARNING PROCESS: A CONVERSATION ANALYTIC STUDY,” THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, vol. 4, no. 1 (8), pp. 228–259, 2011, [Online]. Available: https://sid.ir/paper/181396/en

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