"Any Questions?": Investigating the Nature of Understanding-Checks in the Language Classroom

Autor/in	Waring, Hansun Zhang
Titel	"Any Questions?": Investigating the Nature of Understanding-Checks in the Language Classroom
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 46 (2012) 4, S.722-752 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.48
Schlagwörter	Second Language Learning; Second Language Instruction; Discourse Analysis; Teaching Methods; Classroom Communication; English (Second Language); Classroom Techniques; Comprehension; Language Teachers; Masters Programs; Teacher Education; Video Equipment + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; English as second language; English; Second Language; Englisch als Zweitsprache; Klassenführung; Verstehen; Verständnis; Language teacher; Sprachunterricht; Magister course; Magisterstudiengang; Lehrerausbildung; Lehrerbildung
Abstract	Insofar as effective instruction is contingent upon the degree to which it is tailored to learner understandings in situ, developing a firmer grasp of how understanding-checks work in the reality of the classroom is integral to educators' knowledge of teacher practices and, ultimately, their ability to implement effective teacher training. The purpose of this article is to produce a detailed account of how yes-no questions (e.g., "Do you have any questions?") work as understanding-checks in the language classroom. Based on 28 hours of interaction in an English as a second language classroom, this conversation analytic study shows how such questions are oriented to by the participants in two major sequential environments and, in particular, how they are not always produced and treated as inviting questions. Findings of this study provide an empirical basis for enhancing the efficacy of pedagogical interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10