On teacher questioning: question-types in question
This paper, on collaborative research, purports to achieve teacher’s awareness raising on some teaching malfunctions pertaining to types of "Question" which might potentially affect teaching efficiency and pupils’ comprehension. Multiple interpretive accounts of data of teacher talk extra...
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| Format: | Article |
| Language: | Arabic |
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University of Constantine 1, Algéria
2006-12-01
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| Series: | Revue des Sciences Humaines |
| Online Access: | https://revue.umc.edu.dz/h/article/view/870 |
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| _version_ | 1850092809725411328 |
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| author | Saïd KESKES |
| author_facet | Saïd KESKES |
| author_sort | Saïd KESKES |
| collection | DOAJ |
| description |
This paper, on collaborative research, purports to achieve teacher’s awareness raising on some teaching malfunctions pertaining to types of "Question" which might potentially affect teaching efficiency and pupils’ comprehension. Multiple interpretive accounts of data of teacher talk extracts (reported in Appendixes 1, 2, 3, and 4) are exploited for this purpose. This article does not seek to significantly provide any breakthrough on this particular aspect. It does not either purport to achieve generalisability or prove causal relationships. It simply attempts to realistically empower teacher’s with transcript-exploitation means, to appreciate, in the heat of their lesson deployment, whether the types of questions asked are pedagogically appropriate, in terms of comprehensibility, to create learning conditions. Learners’ reactions to these questions will serve as guiding-marks of pupils’ access to question comprehension.
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| format | Article |
| id | doaj-art-1c07782b77ec4efb86444e2c0cf4f4a1 |
| institution | DOAJ |
| issn | 2588-2007 |
| language | Arabic |
| publishDate | 2006-12-01 |
| publisher | University of Constantine 1, Algéria |
| record_format | Article |
| series | Revue des Sciences Humaines |
| spelling | doaj-art-1c07782b77ec4efb86444e2c0cf4f4a12025-08-20T02:42:02ZaraUniversity of Constantine 1, AlgériaRevue des Sciences Humaines2588-20072006-12-01172On teacher questioning: question-types in questionSaïd KESKES0Département d’anglais Université Sétif This paper, on collaborative research, purports to achieve teacher’s awareness raising on some teaching malfunctions pertaining to types of "Question" which might potentially affect teaching efficiency and pupils’ comprehension. Multiple interpretive accounts of data of teacher talk extracts (reported in Appendixes 1, 2, 3, and 4) are exploited for this purpose. This article does not seek to significantly provide any breakthrough on this particular aspect. It does not either purport to achieve generalisability or prove causal relationships. It simply attempts to realistically empower teacher’s with transcript-exploitation means, to appreciate, in the heat of their lesson deployment, whether the types of questions asked are pedagogically appropriate, in terms of comprehensibility, to create learning conditions. Learners’ reactions to these questions will serve as guiding-marks of pupils’ access to question comprehension. https://revue.umc.edu.dz/h/article/view/870 |
| spellingShingle | Saïd KESKES On teacher questioning: question-types in question Revue des Sciences Humaines |
| title | On teacher questioning: question-types in question |
| title_full | On teacher questioning: question-types in question |
| title_fullStr | On teacher questioning: question-types in question |
| title_full_unstemmed | On teacher questioning: question-types in question |
| title_short | On teacher questioning: question-types in question |
| title_sort | on teacher questioning question types in question |
| url | https://revue.umc.edu.dz/h/article/view/870 |
| work_keys_str_mv | AT saidkeskes onteacherquestioningquestiontypesinquestion |