Teacher Questioning Taxonomies and Strategies

Vocabulary flashcards covering the definitions, categories, purpose, and functions of teacher questioning strategies from the lecture.

Questioning (Kipper & Rüütmann, 2010)

A powerful and universal teaching strategy, as well as a vital part of the teaching process.

Skillful Questioning (Ornstein, 1990)

A questioning approach that can arouse student curiosity, stimulate imagination, motivate searching for new knowledge, challenge students, make them think, and help clarify concepts and problems.

Questioning in the ESL Classroom (Black et al., 2003)

A pedagogical tool used not merely to elicit evidence of students' understanding, but also as a means to improve their language.

Question Classification by Nature of Interaction (Long & Sato, 1983)

A framework grouping teacher's questions into display and referential questions based on the kind of classroom interaction created.

Question Classification by Purpose (Richard & Lockhart, 1996)

A framework categorizing teacher questions into procedural, convergent, and divergent questions.

Question Classification by Responses Elicited (Çakır & Cengiz, 2016)

A categorization grouping teacher questions into open and closed questions.

Question Classification by Cognitive Level (Anderson et al., 2001)

A categorization based on Bloom's taxonomy dividing questions into lower-level (knowledge, comprehension, application) and higher-level (analyze, evaluate, synthesize).

Display Questions

Questions used by language teachers to elicit prior knowledge and check comprehension, where the teacher already knows the answer and asks students to display knowledge of language structures, vocabulary, or content.

Display Questions Negative Factor (Mehan, 1979)

They reflect a one-way flow of information from teachers to students and do not encourage real-life conversations.

Referential Questions

Questions requiring students to respond by providing information, giving an opinion, explaining, or clarifying a point, where the teacher does not know the answer.

Referential Questions Syntactic Impact (Broch, 1986)

Questions that elicit responses that are significantly longer and more syntactically complex.

Comprehension Checks

Questions with the specific function of finding out if students have fully understood what was taught during the lesson.

Confirmation Checks

Questions used during interaction to verify what was said.

Clarification Requests

Questions used during interaction to further define and clarify what was said.