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English V
Learning to Question for Language Teaching
Karina C. Valdez Arámburo
Universidad
Autónoma de Sinaloa
Centro de Idiomas Culiacán
Professor: Edgar Karim Audelo Sandoval
October 9th, 2011.
Abstract
Recently, in
a workshop in Morelia, one of the expositors, Mr. Everardo Garcia Cancino
talked about enquiry-based
learning (EBL), and it got my total attention because I know I question students
all the time at class; even when greeting I say: -“How are you?, but I thought
for myself, how can I learn to question to have students learn? Questioning is an effective tool to manage
the class, engage students with content, encourage participation, increase
understanding and to encourage students to become critical thinkers and problem
solvers. However the quality and value
of questions varies. While questioning can be an effective technique, there is
both an art and science to asking questions.
To learn how to question, we must identify the types of questions we
ask, to reflect on the purpose of the question and to make effective
questioning. Questioning guide students
to think on the resources they need to research to find a solution; EBL can differ
from traditional expository teaching, nowadays, we must teach students to
figure out the answer by themselves to face real life problems.
Types of Questions
To learn
how to question, we´ll identify the types, taking a look on typologies and
taxonomies of questions. Socratic
questioning is used in Paul´s taxonomy in the form of eliciting, while Bloom´s
taxonomy identifies six types of questions that develop and test thinking skills. “The major purpose in constructing a
taxonomy of educational objectives is to facilitate communication” (Bloom,
1956). The types of questions we made in
a classroom fall into two categories:
Display
questions. These are to access prior knowledge and to
check comprehension since they focus on meaning of language structures and
items. The teacher knows the answer in
advance.
In example:
·
What does ... mean?
·
When do we use...?
·
What’s the opposite of...?
·
Where’s the stress in ..?.
Referential Questions. In these questions the student needs to
exchange information, give opinions, explain or clarify. They focus on content rather than language;
require “follow-up” or “probe” questions.
The teacher does not necessarily know the answer.
In example:
·
What do you think about…?
·
Have you ever … when/where...?
·
What
kind of...?
·
How
do you...?
Between the referential questions, the “divergent” or “open-ended” that
are broad are better, in the way that they require a higher level of critical
thinking since they have multiple answers.
Open-ended questions help to develop inferring, predicting, verifying
and summarizing skills, as well as eliciting more language. The common questions we made in exams are
“convergent” or “closed”, they have only one correct answer and require little
reflection or originality.
Purpose of the question
To learn how to question, we must reflect
on the purpose. There are variety of
purposes related to type and stage of a lesson.
- During the lead-in to a lesson, referential questions form the basis of brainstorming a topic, generating interest and topic-related vocabulary. Write students responses in a KWL chart: what we know / what we would like to know/ what we know now, particularly in receptive skills based lessons where predicting content is a useful pre-reading / listening activity.
- To present language, use questions to elicit student´s prior knowledge, to guide them into recognizing patterns and forming hypotheses about how the language is used. Use ‘noticing’ questions to help learners identify language in context (What language does he use to talk about his plans? how does she make a promise?)
- Check meaning and understanding before practicing language. Concept-checking questions (CCQs) should have short answers, make them simple and ask frequently (Is he talking about the past, present or future? Has the action finished? Is time important?, Is the meaning positive or negative?
- In expository teaching, question-response is very common. To open interaction have students ask and answer questions among themselves, involve them asking them to nominate the person to ask the next question (student nomination).
- Textbooks often include form-based questions for language practice, which produce obvious answers. Make them personalized and divergent in that they require elaboration. In example, how often do you brush your teeth? (Textbook) vs. how often do you argue with your parents?, offers the opportunity for follow-up questions as well as producing the target structure.
- When the objective is skills developing, make questions about the strategies that the student us using (Do you have to read everything to get the information? Do you need to understand every word? What do you think will happen next?) You can also make questions to about the process rather than product (How did you guess the meaning of that word? Where in the story did you find the information).
- Use student nomination to have students answer exercises and comprehension tasks, to give feedback make questions such as: what was difficult about that question? Did you have enough information? And did you enjoy that activity?
- Talk to your students outside classroom, maybe in recess, when the interaction can be more social, students may feel more confident and you would make them feel that you care for them.
Effective Questioning
Finally, to learn how to question, we must
make effective questioning. Remember,
what it´s important it´s not quantity but the quality and value of questions. Take these points into consideration when you
decide about a questioning technique:
- Decide on the purpose of questions.
- Minimize the use of "yes / no" questions except when checking meaning and understanding or encouraging weaker students.
- Ask a balance of referential and display questions.
- Use open-ended (divergent) questions to encourage opinions, elaboration and discussion.
- Ask questions about important rather than trivial content.
- Grade language in questions and try not to over-paraphrase.
- When possible, do personal questions.
- Avoid questions that contain the answer.
- Make sure that students clearly understand questions.
- Spread questions randomly around the class.
- Balance questions to the whole class with individual student nomination.
- Give enough time for students to answer.
- Anticipate to the responses of the students.
- Give appropriate responses to questions, particularly where correction is required and in order to extend the dialogue.
Conclusion
During the class, questioning plays an
important role in classroom management, including general questions (Can you
all see the board? have you got your materials ready?) and questions for
checking progress Ready? Have you finished?
Questions to check instructions are important so they won´t ask you to
explain again. To clarify, make simple
questions (Are you going to work independently or in teams? who’s in group B?
and walk around. It has been proven that
there´s more to ask than asking for information or “yes/no” questions. Well formed questions would guide students to reflect on, research and conclude
answers by themselves, helping them make the best decisions in their life. Following these comments, teachers
can learn how to question and develop the technique by themselves, observing
your peers and offering feedback can be awareness raising exercise for teachers.
References
Barnard (2010), Five-Paragraph Expository Essay Model, Retrieved 10/06/2011
from: http://www2.asd.wednet.edu/pioneer/barnard/wri/essay_model.htm
Bloom B. S. (1956). Taxonomy
of Educational Objectives, New York: David McKay Co Inc.
Educational Broadcasting
Corporation (2004), Workshop Inquiry Based Learning.
Retrieved 10/06/2011 from:
http://www.thirteen.org/edonline/concept2class/inquiry/
Haynes Judie (2011), Asking questions effectively, Retrieved 10/06/2011 from:
http://theapple.monster.com/benefits/articles/6295-blooms-taxonomy-and-english-language-learners
Manchester University
(2006), What is Enquiry-Based Learning?
Retrieved
10/08/2011 from:
http://www.campus.manchester.ac.uk/ceebl/ebl/
n.d., Mind Tools, Questioning Techniques, Asking questions effectively, Retrieved
10/08/2011 from: http://www.mindtools.com/pages/article/newTMC_88.htm
Landsberg Joey (1996), Study Guides and Strategies, Retrieved 10/08/2011 from:
http://www.studygs.net/fiveparag.htm
Livermore
Harry, The Five-Paragraph Essay, (2011),
Retrieved 10/06/2011 from:
http://grammar.ccc.commnet.edu/grammar/five_par.htm
Feedback to
Karina Cecilia Valdez Arámburo
From: Lilia T. López Lizárraga
|
What
is the topic of essay?
|
The
role of questions in language learning.
(Very
interesting and well explained topic)
|
|
What
is the purpose of the essay?
|
To
find out if you can teach through questions and to see about asking questions
in the best way. The Essay also covers totally the purpose of it, because it
states its purpose in a clear but high level of the language. Excellent
|
|
What
is the main message of the essay?
|
The
main message is to see about the importance of the role of questions in
language learning, as well as to mention all and each types of questions and
the way to apply them during the learning and even outside of it. Excellent
|
|
Was
the essay well- organized?
|
I
think it was perfectly well organized; in fact it appears like if it were an
article from a magazine.
Well done!
|
|
Were
ideas clear and supported?
|
All
of the ideas were very precisely and well supported with enough examples and
points or view.
Excellent
|
|
Were examples provided?
|
Lots
of examples were given, and all of them gave a clear idea of the explanation.
Excellent
|
|
Was
the language used accurate?
|
I
think the language more than accurate, but what I like the most is that you
do not have to reread the Essay to understand it perfectly well.
Excellet
|
|
Did
the essay include conclusions? Were these easily found?
|
Yes,
it did. There was a conclusion and it was very congruent and concise.
Excellent
|
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