The Effects of Referential Questions in the EFL Classroom

Martina Siposova

doi:10.26552/com.c.2007.4.34-37

Abstract

The article deals with complexity and importance of asking questions in the foreign language classroom. Since questions are one of the most essential teaching tools, teachers use them quite frequently during their lessons. The importance of referential questions, which are often referred to as "genuine or real" questions, lies in the fact that they have highly positive influence on the learning process. The qualitative study reported here shows that the impact of referential questions on university students can be characterised as constructive (i.e. effective and creative), leading to constructive conversation in the language seminars.

Highlights

Questions, and answers create an inevitable part of the usual human use of any language – native, as well as foreign
It is evident that asking questions in educational settings, especially in foreign language teaching is completely different from the real-life situations
Having been influenced by referential questions, the respondents emphasize their subjective preferences of work in the classroom

Summary

Introduction

Answers create an inevitable part of the usual human use of any language – native, as well as foreign. Following the Webster’s College Dictionary definition of a question we find out that it is a sentence in an interrogative form addressed to someone in order to get information in reply. It seems that the most natural reason for asking questions is to find some unknown information. In non-educational settings, people rarely ask questions to which they already have answers. It would be at least unnatural if someone asks you: “What’s the time?” You answer, e.g.: “It’s twelve o’clock.”. It is evident that asking questions in educational settings, especially in foreign language teaching is completely different from the real-life situations

Methods

Results

Conclusion