Arab World English Journal (AWEJ) Volume 8. Number 4. December 2017
The impact of Dialogic Teaching on English Language Elhassan &
Adam
Arab
World English Journal
www.awej.org
ISSN: 2229-9327
57
Questioning
The subject of classroom questioning has been the interest and concern of researchers and
practitioners because of its long and venerable history as an educational strategy.
In classroom
settings, teacher questions are defined as instrumental cues or stimuli that convey to students the
content elements to be learned. Questioning is effective when it allows students to engage with the
learning process by actively composing responses. (Borich 1996; Muijs and Reynolds 2001;
Morgan and Saxton 1994; Wragg and Brown 2001) suggest that lessons where questioning is
effective are likely to have the following characteristics:
• Questions are planned and closely linked to the objectives of the lesson.
• The learning of basic skills is enhanced by frequent questions following the exposition of new
content that has been broken down into small steps. Each step should
be followed by guided
practice that provides opportunities for:
• Closed questions are used to check factual understanding and recall.
• Open questions predominate.
• Sequences of questions are planned so that the cognitive level increases as the questions go on.
• Pupils have opportunities to ask their own questions and seek their own answers. They are
encouraged to provide feedback to each other.
• The classroom climate is one where pupils feel secure enough to take risks, be tentative and make
mistakes.
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