Understanding questions and answers in context: An argument for multi-channel analysis

Abstract

<jats:p>Currently, understanding what questions and answers mean in context equates to accounting for the questioner’s role as well as what they expect to (versus) achieve, the position as well as form/function of their question(s) within the interaction: and, if spoken, their delivery, as well as whether a response is given, what type, how, etc. This paper advocates for a further widening of the linguistic analytical lens beyond traditional syntactic/pragmatic criteria so that we might account, in turn, for participants’ facial expressions, body movements and gestures as they deliver their questions and/or respond to others. The paper argues this is particularly pertinent when negotiating meaning generally and crucial when seeking to understand potentially deceptive and/or evasive moves on the part of participants. </jats:p>

The Performative Teaching Inventory: Instrument Development and Estimates of Reliability and Validity

“…The second factor is termed the Demonstration and Technology Enhanced Teaching Technique. It encompasses four items (1,2,3,11) that incorporate demonstrative methods, bolstered by integrating technology, to enhance the educational process.…”

“…This pedagogical approach emphasizes the development of students' critical thinking and oral communication skills through various interactive classroom activities. It incorporates exercises such as drills and question-and-answer sessions that stimulate analytical thought and articulate expression (Archer, 2020). Additionally, this technique involves the careful observation and facilitation of student-led discussions or demonstrations, which encourage active engagement and peer-to-peer learning.…”