7 Also, out of a number of question taxonomies in the literature, the present study
focuses on the types of questions which promote students to get involved in learning and to generate talks. These are under the framework of Michael long and Charlene
Sato 1983, Pica 1999, and Redfield and Rousseau 1981. The question types are categorized as follow: Echoic comprehension checks, clarification requests,
confirmation checks, Epistemic closed and open display, closed and open referential, expressive, rhetorical, Convergent and Divergent Questions.
Furthermore, it is the fact that the researcher is inexperienced in employing the real utilization of complicated observation instruments. Overtly, the researcher has no
adequate trainings in intricate classroom observation techniques , like BIAS Brown Interaction Analysis System, or even more complicated one, like COALA
Computer Aided Linguistic Analysis. Consequently, the researcher owns limited resources and knowledge. Thus, an adapted FLINT Foreign Language Interactions
system is intentionally selected , for it seems the least complex observation scheme with the liable employment of a tally in transcriptional results.
1.7 Clarification of terms
Several terms that require clarification as to avoid ambiguity, misinterpretation, or misunderstanding are used in the present study; these are questions, interactions and
oral production, and wait time.
8 First of all, the Longman Dictionary of English Language defines a question as to
an utterance that is addressed to a listener and is used to elicit information or a response or to test knowledge. Besides, a question is defined as a semantic class
which is used to seek information on a specific subject Lynch, 1991. Particularly, questioning techniques are relative to the different procedures that teachers use in
posing questions and the different questions they ask. Later, interactions are the collaborative exchanges of thoughts, ideas, or feelings
between teacher and learner or learner and learner, which result in a reciprocal effect on each other Malamah-Thomas, 1987. In this study, classroom interactions refer
to three types of communication, i.e. one-way communication the learner listen to the target language TL but he doesn’t response, and full-two way communication
the learner speaks in the target language Dulay, Burt and Krashen, 1982. Subsequently, oral production is the spoken linguistic realization of the attempts
while answering teacher questions during classroom instructions. In particular, the researcher merely focus phonological words on students’ oral production
Eventually, wait time is the time that teachers allows students to answer questions, before, for instance, asking another student redirecting the questions, repeating the
questions, rephrasing the questions, code-switching the questions, or even answering their own questions themselves Thornbury, 2001
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1.8 Summary
This chapter discussed the background information to the present study, the problem, statements of the problems, aims and justification, significance of the
study, scope and delimitations, and clarification of terms. Furthermore, discussion concerning literature review will be dealt with in Chapter 2. Matters regarding the
research methodology will be discussed in Chapter 3. Chapter 4 will impart the findings of the present study and the discussion. Finally, conclusions and
recommendations will be presented in Chapter 5.
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CHAPTER 2 LITERATURE REVIEW
Various question types and functions posed by a teacher are pedagogically pivotal to develop students’ language proficiency. In classroom discourse modes, as
interacting with the students, teachers are dealt with the questions that puzzle learners, leading to communication breakdowns. Thus, the repertoire of question
modification techniques is in the urgent need as comprehensible questions embark valuable inputs and outputs for students. As a matter of fact, students acquire the
target language TL by understanding the questions that the teacher conveys. Also, their TL acquisition is enhanced by their endeavors to answer the intelligible ones.
One of the teacher’s roles as a facilitator via his or her questioning is undoubtedly beneficial for student language learning, accordingly. All related theories and
studies, therefore, will be substantially highlighted below.
2.1 Question taxonomy
