20 Instructional
12
Any questions which are presented in the classroom. these are presupposedly intended to elicit learner
production. a.
Yes-No Questions b.
Choice Questions c.
WH short-answer Questions d.
Wh longer answer Questions e.
Inferential Questions e.1 Hypothetical
e.2 Interpersonal e.3 General
f. Taq-Questions Conversational
13
Any questions asked outside the classroom
2.2 Teacher questions in classroom discourse modes
Teacher questions taking place in classroom are defined as instructional cues or stimuli, communicating to the students the content elements to be learned and
directions for what they are to do and how they are to do it Cotton, 1988. A way of looking at them is described by Walsh 2001 as cited by Nunan 2003. It really
assists us to figure out the discourse – in particular, the teacher questions - occurring between teachers and students in teaching-learning process. Walsh classifies four
modes of classroom discourse :
12
Mehan 1979 in Cross 1995
13
Van Lier 1988
21 1.
Managerial mode: It occurs most often at the beginning of the lesson. The teacher-posed questions are aimed at directing students to the intended topic
of the lesson. 2.
Material mode: Pedagogic goals and teacher-learner discourse flow from the material being used. The questions that the teacher poses evolve around the
materials taught. 3.
Skills and systems mode: The teaching goals are related to language practice phonology, grammar, vocabulary or language skill reading, listening,
writing, speaking. The teacher questions get the learners to manipulate the TL systems in which hisher pedagogic goals focus on accuracy rather than
fluency. 4.
Classroom context mode: Opportunities for genuine, real-world type discourse are frequent. The teachers plays less a dominant role. Principally,
the teacher questions promote real life conversation as it is taking place outside of the classroom. She or he shifts the focus on content rather than
forms of students’ language oral production. Some scholars corroborate the effectiveness of teacher questions, posed in any
modes of classroom discourse, to enhance student learning. Teachers should phrase the questions clearly, plan, sequence, write into lesson plans prior to class Brophy
and Good, 1986; Ellis, 1993. Also, teachers should give students time to think when responding Rowe, 1986; Ellis, 1993. Regarding the time allotted so as to wait
22 students for responding i.e. pauses - one of teacher’s question modification
techniques- , further details are presented in a sub-chapter 2.8 in this thesis. The distributed questions involving wide student participation is encouraged so that
proportional balance responses from volunteers and non-volunteers Ellis, 1993. Generally, in English classroom, teachers always allow students answer their
question in four ways: 1 nominating; 2 chorus-answering; 3 volunteering; 4 teacher self-answering. Each brings about respective teachers’ reasons and
consequences.
2.3 Functions and purposes of teacher questions
