Download miễn phí Luận văn Investigating the relationships among these four variables in the ESL classroom in Ly Thai To school



From the table, it can be seen that there is a preference for display questions over referential questions in the classes under this investigation. Though the observed teacher varied in many aspects, they shared the similarities and common tendency in teaching. Most of the questions they used were display questions. 163 questions out of the total 197 questions were display questions (about 82.7%), and only 34 referential ones (about 17.3%). They used questions to check or test understanding, knowledge or skill; to get learners to review and practice previously learnt material. For examples:
Teacher: Is this right? (T asked the whole class to check the pupil’ s task)
What does this word mean?
How to ask the age of someone?
How do you make the sentence to ask the age of Yang Liwei?
What’s the question 2?
What’s the part of speech of the word “mark” in this sentence?
Or Why don’t you use auxiliary in this sentence?
 


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mportant that teachers be able to classify and ask questions at these levels
There are many classification systems for describing the different levels of questions. Most of them are useful only to the extend that they provide a framework for formulating questions at the desired level within a classroom environment. The first system I would like to focus here is the system of classifying questions as convergent or divergent.
Convergent questions are those that allow for only one right response, whereas divergent questions allow for many right responses. Questions about create facts are convergent, while questions dealing with opinions, hypothesis, and evaluations are divergent.
Questions about concrete facts (who, what, when, and where questions) that have been learned and committed to memory are convergent. For example:
Who is the President of the United States?
What is 5 +3?
Where is the White House located?
Convergent questions may also require students to recall and integrate or analyze information to provide one expected correct answer. Most alternative-response questions, such as those that can be answered yes or no or true or false, are also classified as convergent, since students’ response is limited. Examples are:
Is 3+2 = 5?
Is this a picture of a farm animal or a house pet?
Is this logic statement true or false?
Conversely, questions calling for opinions, hypotheses, or evaluations are divergent, since there are many possible correct responses. Examples include:
What would be a good name for this story?
Can you give me an example of the use of this word in a sentence?
Why is it important to protect our environment?
Whom do you consider the greatest scientist that ever lived?
Divergent questions should be used frequently because they encourage broader responses and are, therefore, more likely to involve students in the learning process. They require that students think. However, convergent questions are equally important in that they deal with the background information needed to answer divergent questions. In the classroom it is generally desirable to start with convergent questions and move toward divergent questions.
In summary, convergent questions limit student responses to only one correct answer, whereas divergent questions allow for many possible correct responses.
Another system of classifying questions is based on Mental Operation Systems. The table below offers a review of the Mental Operation System for classifying questions.
Levels of Classroom Questions.
Category
Factual
Empirical
Productive
Evaluative
Type of thinking
Student simply recalls information.
Student integrates and analyzes given or recalled information.
Student thinks creatively and imaginatively and produces something unique
Student makes judgment or expresses values.
Examples
Define …
Who was …?
What did the text say …?
Compare …
Explain in your own words …
Calculate the …
What will life be like …?
What’s a good name for …?
How could we …?
Which painting is best?
Why do you favor this …?
Who is the best …?
Table 2. Mental Operation System for Classifying Questions
The Mental Operation System of classifying questions will give you the needed framework for improving your questioning skill. You should be asking questions at all levels of the system instead of at only the factual level, as many teachers tend to do. It is especially important that you ask more productive and evaluate questions than is common practice. These questions give students the opportunity to think.
1.4.4. Types of teacher’s questions
As said above, effective teachers adapt the level of questions to their teaching objectives. Besides that, they must also ask the right type of questions. For example, you may want to ask questions to determine the level of your students’ learning, to increase their involvement and interaction, to clarify understanding, or to stimulate their awareness. These purposes all call for different types of questions. Teachers ask a great number of questions in their lessons and each question can be seen as setting up a mini-learning task. For this reason, the type of questions we ask impact heavily on the learning process.
Like the classification of level of questions, there are many way to identify the types of questions. With the growth in concern for communication in language classrooms, a further distinction has been made between “display” and “referential” questions by Long and Sato (1983).
In Long and Sato’s terms, display questions refer to those that teachers already know the answers, while referential questions are ones to which the teachers asks for information he or she does not know.
Display questions
Suppose you ask your students something you already know. The answer coming from the students will not satisfy the basic criterion of providing information. For instance, if you hold up your pen and ask learners “What is this?” the answer will not solve a problem, which is required for learning to take place.
Of even less are those questions to which the answers are provided beforehand. Some teachers give their students the information and then try to ask them questions. For example, “This is a pen. What is this?” Such questions, at best, test something of the students’ memory, not their comprehension. In addition, such questions are not harmony with conversational maxims.
Examples of typical display questions include:
What is the past tense of the verb to come?
What does the text tell us about the man?
Can you use since with past simple?
Is true the answer to question 3?
As these examples show, display questions can be closed (the answer is yes or no) or open. Their purpose is exclusively pedagogical, they are intended to check learning, and, for this reason, they are rarely found in discourse outside the classroom. In answering such questions, the student has limited scope. Specific information is expected in the reply, and in linguistic terms, many display questions are answered with a word or phrase, especially those of the closed variety. Display questions normally require the respondent to produce the right answer, and as Tsui (1996) points out, this itself may generate more anxiety and less participation.
Referential questions
However, real language does not consist solely of questions from one party and answers from another. Real language circles around referents or world knowledge in order to create messages and therefore is not form based but meaning based. Thus, questions in the language classrooms should be referential or meaning based, and not focuses only on form. The following examples are meaning – based questions:
1. Suppose you windows $50,000. What are you going to do with it?
2. How do you usually spend your weekends?
Teachers may give students contexts. Teacher (holding up a pen): “This is my pen. Where is yours?” (Pointing to a student)
In this situation, students may either hold up his pen and answer “Here’s mine!” or “This is my pen”, or at least show that he understands by making an appropriate gesture. These answers will be acceptable in real situations. The teacher then has clearly created an information gap which has been filled by the learner. This is how real communication takes place.
The answer to these questions would be difficult to predict as they refer to personal experiences, attitudes, opinions and so on. However, it should be noted that referential questions can also be closed and quite possibly answered with one word. Later reference will be made to whether this does in fact happen.
In answering a referential question, learners may be pushed to use language at the limits of their competence in order to make their output comprehensible (Swain 1985). Additionally, listeners frequently request clarification and ask questions to check understanding in an effort to make input comprehensible (Long 1983). Both processes are regarded as particularly helpful in promoting language acquisition.
Display vs. referential
According to the study carried out by Long and Sato (1983), ESL teachers used significantly more display questions (51% of total of 938 questions) than referential questions (14%) in classrooms. In contrast, in informal NS – NNS conversations outside classrooms, 76% of total of 1,322 questions were referential questions and only 0,2% were display. This result suggests that, contrary to the recommendations of many writers on second language teaching methodologies, communicative use of the target language makes up only a minor part of typical classroom activities. “ Is the clock on the wall?’ and “ Are you a student?” are still the staple diet, at least for beginners.
Further qualitative distinctions were made by Long and Sato (1983) who sug...

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