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Research Article

EEO. 2021; 20(5): 7023-7031


Effectiveness of Referential and Display Questions in Classroom Interactions

Ammara Kalsoom, Dr. Huma Batool, Dr. Sadia Irshad.

Abstract
Classroom discourse is taken as separate domains owing to its specific social role which learners and instructors have in classrooms and the activities that they carry out. Questioning provides necessary stepping stones to communication” (Brown, 1994a: 165) moreover, gives authority over the discourse of the classroom (Walsh, 2006). This study aimed to examine the most frequently used types of questions by teachers in BS English classrooms. For data collection, the audio recording of 8 classes of BS English program of Air University, Islamabad was the subject of this study. Audios were later on transcribed and utilized for analysis. For analysis, the function of teacher questions by Long and Sato (1983) was used. The results of the study showed that teachers used display questions more persistently than referential questions, which helped to facilitate more of the classroom discourse.

Key words: Type of question, Referential questions, Display questions, Classroom discourse






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