Engaging students in dialogic interactions through questioning

• Zi Yang ^[1] ; Sue Brindley ^[2]
  1. [1] Xiamen University

     Xiamen University

     China

     
  2. [2] University of Cambridge

     University of Cambridge

     Cambridge District, Reino Unido

     
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 77, Nº 2, 2023, págs. 217-226
• Idioma: inglés
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• Resumen

  • This paper presents a study of EFL classroom talk with the focus on how teachers successfully encourage and elicit student dialogic talk through questioning. It is based on observation data from forty-nine classes involving eleven teaching staff in a university in central China. The findings reveal the difficulty of engaging students to be the first to participate in dialogic interactions in a culture where deeply engrained reserve is the accepted norm. Two teacher questioning patterns are identified that are effective in eliciting students’ first dialogic contribution in each interaction. These patterns can also serve as a profitable investment to elicit subsequent productive talk from students. This study also argues for a situated, contextualized analysis of classroom talk.