VietTESOL International Convention, VietTESOL International Convention 2018

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A Case Study on Practices and Pedagogical Implications of TEYL-Classroom Questioning Strategies
Linh Thuy Pham

Building: A12
Room: Room 305
Date: 2018-10-12 01:00 PM – 02:00 PM
Last modified: 2018-09-15

Abstract


Questioning plays a key role in English-language teaching to any learner groups including young learners. Teacher questions are frequently used to confirm information that learners have already known or to raise their critical thinking about an issue. Under these circumstances, this single case study is aimed to identify the types of questions and to have an insightful explanation of why teachers use certain types of questions in English-language class at a local state-run primary school. The two research objectives, also research questions, are verified by the analysis and interpretation of data from non-participatory observation and in-depth interview with a primary English teacher, also the single case in this study. It can be seen from the analyzed data that display and referential questions are mainly used in the observed lesson, and the teacher explained that her choice of using two types of questions depends on lesson learning outcomes and the understanding of learners’ cognitive development. Some pedagogical implications of utilizing questioning strategies in TEYL lessons and suggestion for further studies are also discussed at the end of this research study.


Keywords


Questioning strategies, Teaching English to young learners, Single case study, Display and referential questions, Learning outcomes, Cognitive dvelopment