4 Richards and Lockhart, 1994.Therefore, exploring it as one of common ways in
which L2 teachers engage in interaction with learners is expected to show useful findings. Later, they will contribute the deeper insights about the ways the practices
of teachers’ questioning in the real fields and student learning. The present study concerns teacher talk, particularly teachers’ questioning in
practice. It investigates question types that the teacher employs in the classroom. Also, it searches for modification techniques that the teacher uses as students
experience communication breakdowns. Furthermore, it finds out the effects of comprehended questions on students’ oral production. Finally, it seeks out teacher’s
reasons for using a particular question type the most frequently.
1.3 Statements of the problems
On the basis of problem and background study previously imparted, there appear some following questions in the present study:
The present study tries to answer the following questions: 1.
What types of question does the teacher use in teacher-student interactions? 2.
What question modification techniques does the teacher employ when communication breakdowns occur?
3. How does each question type affect students’ oral production?
4. Why does the teacher use a particular question type the most frequently?
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1.4 Aims and justification
The present study aims 1 to find question types that the teacher employs in teacher-student interactions.
2 to find the teacher’s question modification techniques when communication breakdowns occur.
3 to find out the affects of teacher-posed questions to students’ oral production 4 to find out the reasons why the teacher employs a particular question type the
most frequently. Teacher questioning is chosen to be the focus of the present study because it is
common for teachers to pose questions to students in teacher-student interactions. Broadly speaking, teachers may pose a question that he knows the answer display or
the one that he does not the answer referential. For elicitation purpose, teacher may vary question types : choice elicitation ; product elicitation ; process elicitation, and
meta process elicitation see chapter 2 Question Taxonomy. Later, unintelligible questions may embark communication breakdowns. Students’ responses are contrary
to teachers’ expectation since they are unable to respond to teachers’ questions. Hence, teacher’s questioning behaviors emerge. They modify their questions in such
a way so that their inpus to student turn out to comprehensible ones, resulting in students’ oral production.
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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
