Teacher Questions and their Functions in Turkish as a Foreign Language (TFL) Classes

İnan, Banu; Fidan, Dilek

doi:10.1016/j.sbspro.2013.01.160

Cited by 10 publications

(8 citation statements)

References 3 publications

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“…However, there are no fixed strategies that can be applied universally on any occasion, as is seen in the above discussions. Studies that are related to oral classroom discourse activities -such as Kayı (2010), Fidan and İnan (2012), İnan and Fidan (2013) -on Turkish as a foreign/second language are seemingly very few. In the present study, TFL learners' remarks related to OCF are investigated.…”

Section: Recommendations For Further Researchmentioning

confidence: 99%

Learners preferences of oral corrective feedback: An example of Turkish as a foreign language learners

Fidan¹

2015

Educ. Res. Rev.

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The aim of this study is to investigate the oral corrective feedback (OCF) preferences of learners of Turkish as a foreign language (TFL) in order to understand whether they would like their errors to be corrected and, if so, when, which of them, how and by whom they would like to be corrected in the classroom environment. A questionnaire with multiple choices, adapted from the review of Hendrickson (1978), was administered to 165 TFL learners. A total of 141 of the participants were C1 level learners, and 24 of them were B2 level learners. The results show that the vast majority of the participants (97. %) prefer their errors to be corrected, and a smaller majority of them prefer teachers (73.2%) to correct them immediately (58.9%). Just over half (54%) of the participants primarily prefer grammatical errors to be corrected; the most preferred correction strategy (43%) is teachers giving the correct form immediately and the second most preferred correction strategy (21.2%) is teachers repeating the erroneous part of the utterance.

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Section: Recommendations For Further Researchmentioning

confidence: 99%

Learners preferences of oral corrective feedback: An example of Turkish as a foreign language learners

Fidan¹

2015

Educ. Res. Rev.

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“…Numerous researches of classroom interaction features have been originated since two last decades, for instance; teacher questions and students feedback [3], teacher questions and their function [4], effect of teacher wait time [5], opportunities for learning which facilitating and hindering potential learning in classroom interaction and conversation analysis [6], and the role of wait time in higher cognitive learning [7]. In fact, CI is focusing in the complex engagement between language, interaction and learning [2].…”

Section: A Classroom Interactional Featuresmentioning

confidence: 99%

“…Likewise, the analysis of verbal interaction which occurred in language classroom has been led since four last decades by Sinclair and Coulthard in 1975 identified typical classroom turn taking which so called initiation-respond-feedback (IRF). As [5] stated that in the latter type of classroom interactions, the role of the students as an active participant in social learning began to be emphasized. Because teaching language is different from other subjects-language is not just the medium but also the content [6].…”

Section: Introductionmentioning

confidence: 99%

Classroom Interaction Features in EFL: What happens if Obstruction is More Excessive than Construction?

Sumari¹,

Setiawan²

2018

Proceedings of the International Conference of Communication Science Research (ICCSR 2018)

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This study established qualitative design in attempt to reveal impact exceed of obstruction features than construction which occurred in EFL classroom in Indonesia. This present study involved an English teacher and thirty five students. She taught three times lesson meeting, each of lesson carried out ninety minutes. From the present study found obstruction i.e., short wait time, teacher control the interaction, display question and yes/no question, teacher interruptions, ignore student error, overlap and latch turn, and form focused feedback and construction i.e., extended wait time, student initiated talk, referential question and open ended question, speech modification, direct repair, scaffolding, and content feedback. This result provides critical insights that the implementation of communication in the classroom and also fruitful reflection of other FL (foreign language) teachers to be indigenous people who involve students' contribution actively participate in classroom interaction.

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“…For this purpose, teachers employ different types of questions during classroom interaction. There have been numerous studies to investigate the question types and their frequency in language classrooms (Döş et al, 2016;Ölmezer-Öztürk, 2016;Rido, 2017;Inan & Fidan, 2012;Wright, 2016;Suryati, 2015;Erlinda et al, 2014;Farahian, 2012). Moreover, the effect of questioning on classroom interaction was studied by several researchers (Vebriyanto, 2015;Shomossi, 2004;Yang 2010;Hamiloğlu & Temiz, 2012;Özcan, 2010).…”

Section: Introductionmentioning

confidence: 99%

Yabancı Dil Öğretmenlerinin Soru Türleri ve Pedagojik Hedefler Konusunda Farkındalığını Arttırmak: Mikro Bağlamlara Göre Analiz

Şimşek

Gönen

2020

Language Teaching and Educational Research

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Questioning is one of the most frequent strategies used by teachers during classroom interaction. Therefore, teachers employ different type(s) of questions during classroom interaction due to the uniqueness of each language classroom. This study was conducted to identify the question types asked by teachers and discover the pedagogical goals of these questions. Besides, teachers' opinions regarding question types they asked during classroom were investigated. A mixedmethod research design was followed. Quantitative data was gathered through a descriptive analysis of questions types used in the classroom. Qualitative data was obtained via semi-structured interviews and stimulated recalls based on classroom observations. Three EFL teachers working at a private university preparatory school participated in this study. Their classes were observed by one of the researchers three times. The video and audio recordings were analyzed and then semistructured interviews and stimulated recalls were carried out. The results of the study yielded that referential and display questions were the two most common question types. While referential questions were common in classroom context mode, display questions were much more common than referential questions in materials mode. The number of referential questions mostly doubled the number of display questions in classroom context mode. Even though teachers are not aware of the name of the question types, they use the questions based on the pedagogic goals of the classroom.

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Teacher Questions and their Functions in Turkish as a Foreign Language (TFL) Classes

Cited by 10 publications

References 3 publications

Learners preferences of oral corrective feedback: An example of Turkish as a foreign language learners

Learners preferences of oral corrective feedback: An example of Turkish as a foreign language learners

Classroom Interaction Features in EFL: What happens if Obstruction is More Excessive than Construction?

Yabancı Dil Öğretmenlerinin Soru Türleri ve Pedagojik Hedefler Konusunda Farkındalığını Arttırmak: Mikro Bağlamlara Göre Analiz

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