The present study aims to examine teacher questions in an English as a foreign language (EFL) classroom with a conversation analytic (CA) approach. Specifically, the study focuses on the sequential position of the teacher questions, and on their function in the management of classroom activities. Two activities in an intermediate leveled English classroom in Cambodia with students aged 20-24 were recorded and subsequently transcribed according to CA conventions. Thereafter, the teacher questions were identified and categorized. The findings showed that there were five categories of questions used by the teacher; that is, understanding checks, activity managing questions, repair regarding understanding and repair regarding accomplishment of task and lastly topic elaboration questions. Each category of question was used in a specific time in order to manage classroom activities, however, the findings also reveal that questions can interfere with the pedagogical focus when they appear out of context and can limit students’ participation in class.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:su-149649 |
| Date | January 2017 |
| Creators | Sundh, Lydia |
| Publisher | Stockholms universitet, Engelska institutionen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0077 seconds