Teachers' Scaffolding and Preferences of Display vs. Inferential Questions: Initiation-Response-Follow-up (IRF) Model

Mousavi, Seyyed Nasser; Narimani Vahedi, Ehsan

دانشگاه محقق اردبیلی

تعداد نشریات	30
تعداد شماره‌ها	437
تعداد مقالات	3,835
تعداد مشاهده مقاله	6,343,885
تعداد دریافت فایل اصل مقاله	4,259,717

	Teachers' Scaffolding and Preferences of Display vs. Inferential Questions: Initiation-Response-Follow-up (IRF) Model
Preventive Counseling
دوره 2، شماره 1، تیر 2021، صفحه 13-29 اصل مقاله (363.29 K)
نوع مقاله: qualitative and quantitative studies
نویسندگان
Seyyed Nasser Mousavi^* ¹؛ Ehsan Narimani Vahedi²
¹Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran
²Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده
This study explored the referential or display questions used in teachers’ scaffolding and investigated if they conform to Initiation-Response-Follow-up model. To do so, 6 teachers in young-adult and 6 in adult department, in each department 3 experienced and 3 inexperienced were analyzed. Being full-time teacher or 3-year period one was considered to distinguish the experienced from inexperienced teachers. Three Reach 2 classes with experienced and 3 with inexperienced teachers in young-adult department, and in adult department, 3 Pre-intermediate 1 classes with experienced and 3 with inexperienced teachers were recorded and analyzed through IRF model. The frequency of referential and display questions and uptakes of scaffolding between teachers were also compared. Results indicated experienced teachers used more display questions in scaffolding adult students, while inexperienced ones preferred referential ones. Conversely, experienced young-adult teachers used more referential questions, and inexperienced counterparts used display questions. Moreover, IRF model was met by referential and display questions in adult classes, while it was violated in young-adult classes. Finally, much of the scaffolding in adult classes was more successful than young-adult classes. This study raises teachers’ awareness toward their choice of questions in the classroom to trigger a genuine interaction and its conforming to IRF framework.
کلیدواژه‌ها
Referential Question؛ Display Question؛ Initiation-Response-follow-up Model

مراجع
Allwright, D. (1988). Observation in Language Classroom. London: Longman. Al-Zahrani, M. Y. & Al-Bargi, A. (2017). The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis. English Language Teaching, 10(6), 135-150. Behnam, B., & Pouriran, Y. (2009). Classroom Discourse: Analyzing Teacher/Learner Interactions in Iranian EFL Task-Based Classrooms. Porta Linguarum, 12, 117-132. Brock, C. (1986). The Effect of Referential Questions on ESL Classroom Discourse. TESOL Quarterly, 20(1), 8-47. Chin, C. (2006). Classroom Interaction in Science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28(11), 1315-1346. Clifton, J. (2006). Facilitator talk. English language teaching, 60(2), 142-150. Ellis, R. (2008). Principles of Instructed Second Language Acquisition. CAL Digest, 1-6. Guk, I., & Kellogg, D. (2007). The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks. Language Teaching Research, 11(3), 281-299. Heron, M. & Webster, J. (2018). Scaffolding talk in EAP lessons: an examination of experienced teachers’ practices. Innovation in Language Learning and Teaching, 13(4), 358- 370, DOI: 10.1080/17501229.2018.1466892 Jaeger, E. L. (2019). Initiation, Response, Follow-up and Beyond: Analyzing Dialogue Around Difficulty in a Tutorial Setting. Dialogic Pedagogy: An International Online Journal, 7, 1-26. https://doi.org/10.5195/dpj.2019.195 Kirchhoff, P., & Klippel, F. (2014). On the Role of Teacher Questions in EFL Classrooms: Analyzing Lesson Videos. Second Language Learning and Teaching, 87-100. LEE, Y. A. (2006), Respecifying Display Questions: Interactional Resources for Language Teaching. TESOL Quarterly, 40, 691–713. Long, M. H. (2009). Rhetorical Questions. ILI Teachers’ Know How. 2(12), 5-6. Lowenberg, P. H. (2009). Questioning technique: Funnel Questioning. ILI Teachers’ Know How, 2(5), 4. Nunan, D. (2009). Leading Questions. ILI Teachers’ Know How. 2(11), 5. Politzer, R. (1980). Requesting in elementary school classrooms. TESOL Quarterly, 14(2), 165-174. Schmidt, R. (1990). The role of consciousness in L2 learning. Applied Linguistics, 11, 129-158. Seedhouse, P. (1996). Classroom Interaction: Possibilities and Impossibilities. English Language Teaching, 50(1), 16-24. Sinclair, J. & Coulthard, M. (1975). Towards an Analysis of Discourse. Oxford: Oxford University Press. Vanlier, L. (1988). The Classroom and the Language Learner. London: Longman. Wright, B. M. (2016). Display and referential questions: Effects on student responses. Nordic Journal of English Studies 15(4), 160-189. Xu, L. (2009). Teacher Questioning as a Way to Open up Dialogue in the EFL Intensive Reading Classrooms in China. Journal of Cambridge Studies, 7(4), 101-115.
آمار تعداد مشاهده مقاله: 874 تعداد دریافت فایل اصل مقاله: 1,048

سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب

پیوندهای مفید

آمار

Teachers' Scaffolding and Preferences of Display vs. Inferential Questions: Initiation-Response-Follow-up (IRF) Model

Chin, C. (2006). Classroom Interaction in Science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28(11), 1315-1346.

Kirchhoff, P., & Klippel, F. (2014). On the Role of Teacher Questions in EFL Classrooms: Analyzing Lesson Videos. Second Language Learning and Teaching, 87-100.