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On the Role of Teacher Questions in EFL Classrooms: Analysing Lesson Videos

  • Petra KirchhoffEmail author
  • Friederike Klippel
Chapter
Part of the Second Language Learning and Teaching book series (SLLT)

Abstract

This article reports first steps in an analysis of teacher language in ELT classrooms which are being filmed in German secondary schools. With the tools of discourse and conversation analysis the focus is on teachers’ questions in their instructional context. Teachers’ questions can perform a range of different functions both in the various communicative and pedagogical situations in a lesson and within the IRF cycle (i.e. initiation, response, feedback/follow-up). We argue that even cognitively simple questions should not be discounted as they might serve an important function in the language learning process. Finally, we suggest a reassessment of the IRF cycle on the basis of our findings and we propose a re-working of Nunn’s (1999) framework for question analysis as a point of departure.

Keywords

Classroom Discourse English Language Teaching Language Lesson Language Classroom Speaking Activity 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  1. 1.Universität RegensburgRegensburgGermany

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