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1.5 Significance of the study
The present study makes contributions to enrich the literature in teacher questioning behaviors in EFL settings. In addition, the participant – the teacher- will
self-reflect her questioning behaviors employed in the classroom as to promote continuously personal development. Moreover, any teacher handling students with
identical characteristics will benefit to the results of the study. Finally, it is expected that teacher training departments may obtain pedagogical inputs in terms of
incorporating necessitated questioning skills in their training syllabus.
1.6 Scope and delimitations
As mentioned in chapter 3, this study is aimed at adding the researcher’s knowledge about teachers’ questioning behaviors in the instructions in one EFL
class. In particular, the occurrences of teacher-student interactions are substantially examined. Equally, the focus of the study is not on the studies of pair work but on the
teacher-fronted occasions, when a teacher was staying in front of a classroom or was standing in before a group of students, which the typical events took place during the
instructions. Also, it just investigates teacher questioning which influences students’ talks and involvement in learning instead of students’ promoted critical thinking. At
last, the researcher merely seeks in-depth insights of teacher-practiced questioning in a class with distinctive characteristics accordingly.
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
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