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• W2994272775 abstract "Abstract: The importance of classroom interaction in language learning is self-evident. Among the various kinds of interactions, teacher questioning and student answering is an important aspect. This paper, on the basis of background knowledge of classroom questioning and the empirical study, first discuss the results of the experiment and the reasons, then put forward some useful techniques and principles in classroom questioning. At last the author got the conclusion: Effective use of questioning is a critical asset in every good teacher's toolbox. A good teacher uses questions at the right level and follows good questioning techniques. Key words: questioning, technique, EFL class Resume: L'importance de l'interaction de classe dans l'apprentissage de la langue est evidente. Parmi les diverses sortes d'interations, l'enseignant questionnant et l'apprenant repondant est un aspect important. Cet essai, sur la base des connaissances contextuelles de la question en classe et l'etude empirique, discute d'abord les resultats de l'experimentation et les raisons, puis propose des techniques et principes utiles de la question en classe. Enfin, l'auteur tire la conclusion : l'utilisation effective de la question est un capital critique pour chaque bon enseignant. Un bon professeur utilise les questions au niveau approprie et suit de bonnes techniques de la question. Mots-Cles: question, technique, classe ALE(Anglais Langue Etrangere) 1. INTRODUCTION According to Postman (1979:140), All our knowledge results from Questions serve as a fundamental tool of teaching and lie at the very heart of developing critical thinking abilities in students. But a lot of teachers think that asking students questions waste too much time in class and they want to teach students as much knowledge as possible. Even though some teachers do ask some questions, they tend to ask referential questions, which makes them feel confident and safe. It is a dilemma: to question or not to question, that is really the question. In fact, as a diagnostic tool, classroom questions allow the teacher to glimpse into the minds of students to find out not only what they know or don't know but also how they think about a topic (Kauchak & Eggen, 1989: 104). Research indicates that questioning is second only to lecturing in popularity as a teaching method and that classroom teachers should spend 35-50% of their instructional time conducting questioning sessions. If we try to structure our lessons using problem solving as a teaching method, then questions are central. Not only is much of the instruction organized by questions, we even state the problems to be solved as questions. Due to the importance of teacher questioning in class, we can say safely that to question is better than not to question, that is the answer to the question. In this paper, the author will conduct research into questioning in class. 2. BACKGROUND KNOWLEDGE OF CLASSROOM QUESTIONING 2.1 The Function of Classroom Questioning Questioning is one of the most often used teaching techniques. According to Callahan & Clarke (1988), the use of question is one of the most important of all teaching techniques. We use questioning during a class to stimulate thinking, assess student progress, check on teacher clarity, motivate students, maintain classroom control, provide repetition, emphasize key points, extend thinking skills, gain feedback on teaching/learning, provide revision strategies, create links between ideas, enhance curiosity, provide challenges, and many more things. Classroom questioning is an extensively researched topic. The high incidence of questioning as a teaching strategy, and its consequent potential for influencing student learning, have led many investigators to examine relationships between questioning methods and student achievement and behavior. 2.2 Classification of Classroom Questioning A review of classroom questioning studies reveals that the two questioning types that have received the most research attention are display and referential questions. …" @default.
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• W2994272775 date "2006-01-01" @default.
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• W2994272775 title "To Question or Not to Question, That Is the Question/QUESTIONNER OU NE PAS QUESTIONNER, C'EST LA QUESTION" @default.
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