An Exploratory Study of Teacher Questioning Strategies in Junior High School

• Main Authors: Chih-Wei Liao, 廖芷唯
• Other Authors: Shiau-Ping Tian
• Format: Others
• Language: en_US
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/fes78p

碩士 === 國立臺灣科技大學 === 應用外語系 === 106 === This study investigates the use of questioning strategies of a junior high EFL teacher in Taiwan. This study does not only to investigate teacher questions in terms of form and function, but also explores the preferences and the frequency of teacher questioning strategies. Additionally, this study examines students’ perceptions in order to gain a better understanding of their preferences toward questioning posed by teachers in general. The participants were one junior high school English teacher and one seventh grade class in Taoyuan city. Data were collected over a period of three months. The data sources included classroom observations, pre-and post-interview, field notes, and questionnaires related to students’ perceptions toward teacher questions. The audio-recorded data were transcribed. Then, the transcribed data were categorized by question form and function, and the frequency distribution of each type of question was calculated; also, the questioning strategies were examined, and ranked with frequency. Furthermore, SPSS was exploited to compute the descriptive statistics of student’s questionnaires. The results revealed that the most frequently asked question form was wh-questions and the most commonly employed question function was to elicit response. The findings signified that the most frequently adopted questioning strategy was repetition. Moreover, the students’ overall perceptions toward teacher questions were positive. From the students’ perspectives, incomplete questions were considered the most useful question form for them to learn the target language, whereas the teacher regarded wh-question as the most effective. While asking questions, the teacher provided students with scaffolding. In addition, the study found some inconsistency between the teachers’ beliefs and classroom practices in terms of the two forms of questions and the function of question. Pedagogical implications on classroom interaction and questioning were also discussed.