Whose Talk is Worth More? A Case Study into Questioning Techniques of Native and Non-Native English-Speaking Teachers
Although the native/non-native speaking teacher dichotomy has stirred up ample scholarly consideration and debate in the field of English language teaching, insufficient attention has been devoted to the interactional features that characterize teacher talk, primarily teachers’ questioning behavior...
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| Format: | Article |
| Language: | Arabic |
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University of Constantine 1, Algéria
2019-12-01
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| Series: | Revue des Sciences Humaines |
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| Online Access: | https://revue.umc.edu.dz/h/article/view/3203 |
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| author | Fadhila Hadjeris Sarah Merrouche |
| author_facet | Fadhila Hadjeris Sarah Merrouche |
| author_sort | Fadhila Hadjeris |
| collection | DOAJ |
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Although the native/non-native speaking teacher dichotomy has stirred up ample scholarly consideration and debate in the field of English language teaching, insufficient attention has been devoted to the interactional features that characterize teacher talk, primarily teachers’ questioning behavior. This study sought to determine the extent to which native and non-native English-speaking teachers diverge in terms of the different types of questions they employ in their classes. Accordingly, eight classes of a native and a non-native speaking teacher at the department of English of Constantine Teachers’ College, Algeria, were audio recorded, transcribed and analyzed according to the different types of questions. The analysis of the results reveals that the native-speaking teacher is more inclined toward promoting a genuine classroom interaction by employing more procedural and referential questions along with an extensive use of comprehension checks, whereas the non-native speaking teacher tended to foster students’ participation through an extensive use of display and convergent questions combined with an abundance of clarification requests and confirmation checks.
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| format | Article |
| id | doaj-art-b39c3e21ab704e0c90edeb441cd22e10 |
| institution | Kabale University |
| issn | 2588-2007 |
| language | Arabic |
| publishDate | 2019-12-01 |
| publisher | University of Constantine 1, Algéria |
| record_format | Article |
| series | Revue des Sciences Humaines |
| spelling | doaj-art-b39c3e21ab704e0c90edeb441cd22e102025-08-20T03:38:40ZaraUniversity of Constantine 1, AlgériaRevue des Sciences Humaines2588-20072019-12-01304Whose Talk is Worth More? A Case Study into Questioning Techniques of Native and Non-Native English-Speaking TeachersFadhila Hadjeris0Sarah Merrouche1University of Frères Mentouri ConstantineUniversity of Larbi Ben M’hidi Although the native/non-native speaking teacher dichotomy has stirred up ample scholarly consideration and debate in the field of English language teaching, insufficient attention has been devoted to the interactional features that characterize teacher talk, primarily teachers’ questioning behavior. This study sought to determine the extent to which native and non-native English-speaking teachers diverge in terms of the different types of questions they employ in their classes. Accordingly, eight classes of a native and a non-native speaking teacher at the department of English of Constantine Teachers’ College, Algeria, were audio recorded, transcribed and analyzed according to the different types of questions. The analysis of the results reveals that the native-speaking teacher is more inclined toward promoting a genuine classroom interaction by employing more procedural and referential questions along with an extensive use of comprehension checks, whereas the non-native speaking teacher tended to foster students’ participation through an extensive use of display and convergent questions combined with an abundance of clarification requests and confirmation checks. https://revue.umc.edu.dz/h/article/view/3203Classroom interactionteacher talkquestioning strategiesnativenon-native teachers. |
| spellingShingle | Fadhila Hadjeris Sarah Merrouche Whose Talk is Worth More? A Case Study into Questioning Techniques of Native and Non-Native English-Speaking Teachers Revue des Sciences Humaines Classroom interaction teacher talk questioning strategies native non-native teachers. |
| title | Whose Talk is Worth More? A Case Study into Questioning Techniques of Native and Non-Native English-Speaking Teachers |
| title_full | Whose Talk is Worth More? A Case Study into Questioning Techniques of Native and Non-Native English-Speaking Teachers |
| title_fullStr | Whose Talk is Worth More? A Case Study into Questioning Techniques of Native and Non-Native English-Speaking Teachers |
| title_full_unstemmed | Whose Talk is Worth More? A Case Study into Questioning Techniques of Native and Non-Native English-Speaking Teachers |
| title_short | Whose Talk is Worth More? A Case Study into Questioning Techniques of Native and Non-Native English-Speaking Teachers |
| title_sort | whose talk is worth more a case study into questioning techniques of native and non native english speaking teachers |
| topic | Classroom interaction teacher talk questioning strategies native non-native teachers. |
| url | https://revue.umc.edu.dz/h/article/view/3203 |
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