QUESTIONING STRATEGY AS PART OF EFL TEACHER KNOWLEDGE AND EXPERTISE

Authors

DOI:

https://doi.org/10.20535/2410-8286.105386

Keywords:

question, questioning strategy, cognitive scaffolds for questioning, Bloom’s taxonomy, thinking routines, questioning sequences, questioning skills

Abstract

The article addresses the problem of questioning as an important intellectual tool central to student learning and developing, as well as an integral part of an EFL teacher knowledge and expertise. An overview of research findings on the subject of classroom questioning has been made. A number of pedagogical implications concerning teacher questioning knowledge and skills relevant for the Ukrainian EFL classroom practices are outlined. The most popular cognitive scaffolds for questioning are discussed. The problem of priority of higher-cognitive questions or lower-cognitive questions in EFL instruction is seen as “one cannot be used without the other”, with the teacher’s choice depending upon the students’ proficiency level, learning stages and classroom communication contexts. The concepts of “thinking routines” and “questioning sequences” are assumed to be efficient in the EFL teacher questioning behaviours. The author comes to the conclusion that TEFL programs at Ukrainian universities should offer a special course or academic modules to give prospective teachers theoretical insights and training to help them develop professional questioning skills.

Downloads

Download data is not yet available.

Author Biography

Valentyna Parashchuk, Volodymyr Vynnychenko Kirovohrad State Pedagogical University

PhD, Professor, Departmentof Germanic Languages

References

  1. Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington, NZ: Ministry of Education.
  2. Bloom, B. S. (1994). Taxonomy of educational objectives: The classification of educational goals: Handbook I, Сognitive domain. New York: Longman.
  3. Cotton, K. (1988). Classroom Questioning. Northwest Regional Laboratories, School Improvement Series. Retrieved 10 February 2017 from www.nwrel.org/scpd/sirs/3/cu5.html
  4. Dalton-Puffer Ch. (2007) Discourse in Content and Language Integrated Learning (CLIL) Classrooms. John Benjamins Publishing. https://doi.org/10.1075/lllt.20
  5. Fisher, D. & Frey, N. (2012). Text-Dependent Questions. Principal Leadership. Retrieved 10 February 2017 from http://www.corestandards.org/other-resources/key-shifts-in-english-language-arts/
  6. Hathaway, J. (2017). TDQ: Strategies for Building Text-Dependent Questions. Huntington Beach, CA: Shell Education.
  7. Housel, D. J. (2017). Leveled Text-Dependent Question Stems. Huntington Beach, CA: Shell Education.
  8. Koechlin, C. & Zwaan, S. (2014). Q Tasks: How to empower students to ask questions and care about answers. 2nd edn. Pembroke Publishers Limited.
  9. McComas, W.F. & Abraham, L. (2004). Asking More Effective Questions. Retrieved 5 February 2017 from https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/asking_better_questions.pdf
  10. Marzano, R. J. & Simms, J. A. (2012). Questioning Sequences in the Classroom. Bloomington, IN: Solution Tree Press.
  11. McKenzie, J. (2003). Questioning as Technology. From Now On. The Educational Technology Journal, 12 (8). Retrieved 1 February 2017 from http://www.fno.org/apr03/qtech.html
  12. McTighe, J. & Wiggins, G. (2013). Essential Questions: Opening Doors to Student Understanding. Alexandria, VA: ASCD.
  13. Morgan, J. C., Schreiber, J. E. (1969). How to Ask Questions. Washington, DC: National Council for the Social Studies.
  14. Postman Neil. (1979). Teaching As a Conserving Activity. Delacorte Press.
  15. Ritchhart, R., Church M., & Morrison Karin (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence For All Learners. San Francisco, CA: Jossey Bass.
  16. Sanders, N.M. (1966). Classroom Questions: What Kinds? New York: Harper and Row.
  17. Tsui, A. B. (1992). A Functional Description of Questions, in M. Coulthard (ed.) Advances in Spoken Discourse Analysis, 1-34.
  18. Walsh, J. A. & Sattes, B. D. (2004). Quality Questioning: Research-based Practice to Engage Every Learner. Thousand Oaks, CA: Corwin Press.
  19. Wiggings, G., McTighe, J. (1998). Understanding by Design. Alexandria, VA: ASCD.
  20. Wilkinson, Ian. Questioning. Retrieved from http://www.education.com/reference/article/questioning/
  21. Wilson, L. O. (2016). Understanding the New Version of Bloom’s Taxonomy. Retrieved 15 Februaury 2017 from http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/
  22. Wilson, N.S. & Smetana, L. (2011). Questioning as thinking: a metacognitive framework to improve comprehension of expository text. Literacy, 45(2), 84-90. https://doi.org/10.1111/j.1741-4369.2011.00584.x
    |
  23. Wong, R. (2010). Classifying Teacher Questions in EFL Classrooms: Question Types and Their Proper Use. TESOL in Context, 20(1), 37-57.
  24. Wragg, E.C. & Brown, G. (2001). Questioning in the primary school. London: Routledge. https://doi.org/10.4324/9780203420072
  25. Vogler K. E. (2005). Improve Your Verbal Questioning. The Clearing House, 79, 2, 98-103. https://doi.org/10.3200/tchs.79.2.98-104

Downloads

Published

2017-07-12

How to Cite

Parashchuk, V. (2017). QUESTIONING STRATEGY AS PART OF EFL TEACHER KNOWLEDGE AND EXPERTISE. Advanced Education, (7), 90–94. https://doi.org/10.20535/2410-8286.105386

Issue

2017: Issue 7

Section

Education

License

Copyright (c) 2017 Valentyna Parashchuk

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).