Language Teacher Response

Language Teacher ResponseTeachers oppugn Strategies in EFL schoolrooms1) What type of questions does the teacher use? 2 Is there a prepotency of any particular type(s)? 3) What modification techniques does s/he employ when questions be not understood? 4) How much L2 production do questions succumb from the disciples? teasing is considered by look forers as one of the commonly apply strategies in linguistic process classrooms. Questions ar a very important aspect of classroom conversation and teachers talk is largely made up of questioning (Tsui 1995). Educational studies on nomenclature classrooms permit centralizeed on the effect of teacher questions on learners production of the target language and on the types of learner reception (Tsui 1995). Teachers questions argon a means of engaging learners attention, encouraging verbal responses, and assessing learners progress (Chaudron 1988). Tsui (1995) has expatiate the functions of questions as a source of checking stude nts understanding, to prove if they have gained the knowledge imparted, to focus their attention, make them involved in the lesson, to take the lesson forward and some teachers look at questions to maintain discipline in the classroom and especially in language classroom questions serve the purpose of making students practice a certain language item and to use the target language for communication. Questioning spate either assist target language production or core in meaningful content-related responses by learners (Chaudron 1988). Ellis (1994) gives more emphasis on questioning as a way of keeping control over the classroom discourse. Long (1981) argues that questioning probably facilitates interaction by establishing the topic and who is in all probability to speak next (Chaudron 1988). Questions provide learners with the opportunity to speak the language and generate a series of follow up conversation among learners as strong as helping teacher to check comprehension (Brow n 1994).But on the other hand Chaudron (1988) is of the opinion that the nature of questions may strictly limit the possibilities for the students to answer at length.According to Tsui (1995) in majority of the ESL classrooms main part of classroom interaction is created by the teacher posing questions and these can be well 70 percent of the classroom talk. But Chaudron (1988) attributes only 20 t0 40 percent classroom talk to questioning. Johnston (1990) observed a fit of 522 questions of unalike types in three hours of language class. Similarly, Long and Sato (1983) observed a total of 938 questions in six ESL lessons (Ellis 1994).Types of QuestionsThe type of questions that the teacher asks affects the kind of response that the students green groceries (Tsui 1995)Much of the work on questions has centered on developing taxonomies to come across the different types (Ellis, 1994587).There are so many different types of questions that it is ticklish to decide on different ca tegories (Richards and Lockhart 1996, Ellis 1994). However, Tsui (1995) argues that various types of questions are based on the factors such as their cognitive demand and their effect on students. close(a) and Open Question closed and Open-ended questions are distinguished by an early study on L1 classrooms (Barnes 1969 cited in Chaudron 1988). In the earliest classification Barnes (1969 1976) Closed questions have a short and fixed answer (Barnes 1969). The questions that go with where, who, when and what are considered factual questions (Barnes 1969 cited in Tsui 1995) having closed and usually brief preparedness of responses (Chaudron 1988). For exampleWhere were you born?(Chaudron 1988)Open questions begin with why and how and are classified advertisement having longer response therefore the length and nature of the expected response is left open up (Chaudron 1988). They can be referred as general education questions (cf. Naiman et al. 1978 Bialystok et al. 1978 cited in Chaudron 1988). For exampleWhat did you do on trip?(Chaudron 1988)Questions that seek for land (how? and why?) can be both open and close, much of the indication is made by Barens (1969) between these two types of reasoning questioning (Ellis 1994). Closed reasoning-type questions are the ones that allow one unobjectionable answer where as open are framed to allow a number of different acceptable responses. However,Barens also points out that many questions have the appearance of being open, but, in fact, when the teachers response to a students answer is examined, turn out to be closed he calls these pseudo-questions( Ellis 1994).Long and Satos Taxonomy (1983)The taxonomy which will be used in this research paper is given by Long and Sato (1983) which is based on Kearsleys (1976) mannikin of question types (Ellis 1994). Long and Sato (1983) made necessary changes in Kearsleys (1976) taxonomy of question types tally to their study of ESL teachers questions (Ellis 1994). This t axonomy cited by Ellis (1994) is as followsEchoicComprehension checks e.g., All sort out? OK? Does everyone understand polite?Clarification requests e.g., What do you mean? I dont understand What?Confirmation checks e.g., S Carefully. T Carefully? Did you say he?EpistemicReferential e.g. Why didnt you do your homework?Display e.g. Whats the opposite of up in English?Expressive e.g. Its interesting the different pronunciations we have now, but isnt it?Rhetorical e.g. Why did I do that? Because IThis exemplar of questions is based on two main question types, echoic questions and epistemological questions with seven sub-categories. Echoic questions seek for repetition of an utterance or confirm that it has been understood by the listener whereas epistemic questions obtain information from the learners (Ellis 1994). The sub-categories imply comprehension checks, clarification requests and confirmation checks under echoic questions and referential, display, expressive, and rhetorica l are the sub-categories of epistemic questions (Ellis 1994).Display and Referential QuestionsTaxonomies by Koivukari (1987) and Hakansson and Lindberg (1988)Questioning Behavior Questions and learner productionModification of questionsAccording to Richards and Lockhart (1996) questioning can be used to allow the learners to keep participating in the discourse and even interchange it so that the language used becomes more comprehensible and personally relevant. ask TimeSocio-Cultural Contest