Author: Lee, Kwok-keung Simon
Title: The questioning behaviour of Hong Kong English teachers at lower secondary level
Degree: M.A.
Year: 1996
Subject: English language -- Study and teaching (Secondary) -- China -- Hong Kong
English teachers -- China -- Hong Kong
Hong Kong Polytechnic University -- Dissertations
Department: Department of English
Pages: viii, 129 leaves : ill. ; 30 cm
Language: English
Abstract: As there are more concerns about how to improve language teaching, more studies have been held in classrooms. One of these studies is about the questioning behaviour of language teachers. This study aims to find out the general questioning behaviour of Hong Kong English teachers, focusing on the lower secondary level. To study the questioning behaviour, eight types of questions were looked at. They are about questioning time, number of questions, types and functions of questions, modifications, wait-time, effectiveness of questioning strategies as well as suggestions for improvement on questioning. Three lower secondary English teachers were chosen for the study. They offered their help by recording their English lessons by tapes. The questions and related statements were transcribed and entered into the data record for analysis. Then they were further analyzed and referred to the overseas and local findings. Results show that the teachers tend to ask many questions during the lesson, up to 3 questions per minute in average. Referred to the past findings, the number of questions, the number of open questions and the wait-time were different from the past findings. The number of why-questions was similar. The length of answers was short. However, there are also some surprising findings. The referential questions used, with reference to the overseas findings, were used more frequently. In addition, there were many modifications providing clues, like rephrasing and elaborations used by the teachers. Finally, the most surprising is that there were many responses (72.5% of questions) found in the research. This study indicates that the teachers are aware of the use of referential questions and modifications, especially in rephrasing and elaborations of questions, which might be the causes of higher number of responses found in this study. Finally, this study suggests more studies are needed to find out more findings in questioning behaviour. More different areas can also be studied.
Rights: All rights reserved
Access: restricted access

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