32 In brief, teacher should have an ability to pose comprehensible questions as
accessible language inputs so that students are ‘pushed’ to produce oral TL. In addition, teacher should self avail themselves with strategies to help out the learners
to expand their utterances. In so-doing, teacher facilitates students with the enhancement of language acquisition.
2.6 The place of comprehensible questions in classroom interaction
Comprehensible questions are favorable in language learning as they initiate interactions: Teacher-student or student-student interactions. Subsequently, Ellis
1990 pointed out that that interaction can be hypothesized to contribute to learning in two modes: 1 by the learner’s reception and comprehension of the L2, and 2 by
the learner’s attempt to produce samples of the L2. According Ellis, classroom interaction entailing both input and output is very pivotal to trigger TL acquisition.
Also, other researchers Allwright, 1984; Long, 1983, Swain, 1985 emphasize the importance of interaction process that acquisition takes place. Learners acquire
through talking with others Johnson, 2002. In particular, Van Lier 1988 points out:
If the keys to learning are exposure to input and meaningful interaction with other speakers, we must find out what input and interaction the classroom can provide… we must study in detail
the use of language in the classroom in order to see if and how learning comes about through the different ways of interaction in the classroom.
33 He, later, revealed that interaction is indispensable for language learning which
occurs in and through participation in speech events, that is, talking to others, or making conversation Van Lier, 1988.
Additionally, Van Lier 1988 illustrates the role of interaction which mediates between input and intake in the below diagram. Most important and central is the
interaction with others in meaningful activities, but as a complement, and perhaps partial replacement, the learner’s cognitive apparatus may also interact directly with
the available inputs or sections
The role of interaction Input
Cognitive interaction A social interaction
Existing knowledge system B interaction with others
Intake Figure 2.2
A question as an input can initiate an interaction among students or between teacher and students . Also, teachers’ understandable questions bring about a
meaningful activity for students so that they endeavor to generate the language they are learning. Students, similarly, are encouraged to practice TL. Likewise, proper
questioning is facilitating for students’ learning.
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2.7 The interactional approach of communication strategies to teacher questions
