The Effect of EFL Teachers’ Questioning Behavior on the Amount of Learners’ Classroom Interaction during Pre-reading Discussion Task.

Global Advanced Research Journal of Educational Research and Reviews (GARJERR) ISSN: 2315-5132

October 2013, 2(10): pp. 196-202

Full Length Research Paper

The Effect of EFL Teachers’ Questioning Behavior on the Amount of Learners’ Classroom Interaction during Pre-reading Discussion Task

Somaye Razzaghi^1*, Fatemeh Khonamri² and Baqer Yaqubi²

¹ MA student, Department of English Language and Literature, Mazandaran University

²Assistant Prof., Department of English Language and Literature, Mazandaran University

Corresponding author E-mail: s_razzaghi2000@yahoo.com

Accepted 31 May 2012

Abstract

The primary aim of learning a language is to use it in communication and teacher-learner interaction is a key to reach that goal. Eight reading classes at intermediate level were audio-taped. The study explored recurring patterns of questioning behavior and their interactive effects were observed through nonparticipant observation. The findings of this study indicated that Display and Closed questions were used by the teachers more frequently than Referential and Open questions. Also, it was concluded that Referential and Open questions could create more interaction.

Keywords: Referential/ Display and Open/Closed questions, classroom interaction, pre-reading discussion task.

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Glo. Adv. Res. J. Educ. Res. Rev. November 2012 Vol: 1(2): - [Abstract] [Full Text - PDF] (250 KB)