Teacher’s Acts of Questioning as the Strategy to Build the Interactions in the ESP Classroom: A Case Study at a Health College
- 10.2991/soshec-18.2018.13How to use a DOI?
- questions, questioning strategy; classroom interaction; ESP teaching and learning activities; lecturer and students’ motives and initiations
This study was aimed at exploring the unique phenomena about the acts of questioning as the strategy to build the interaction in the ESP Classroom. This study used a descriptive qualitative approach within a case study design. The data of this research were collected through observations and interviews. The findings of this study showed that there were several types of questions used by the lecturer and students to hold the interactions in the class. They were display-convergent, referential-divergent, procedural, and motivational questions. In addition, those kinds of questions made by the lecturer and students performed several functions such as teaching through exploring background knowledge, controlling the class, and asking for clarification, assessing through evaluating comprehension and digging potentials, and stimulating through inviting participation, giving the turns or chances, and extending the interactions. In short, the existence or emergence of the features of the classroom interactions in the ESP classroom was affected by both the lecturer and students’ motives and initiations.
- © 2018, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Ahmad Heki Sujiatmoko AU - Fabiola Damayanti Kurnia AU - Suharsono Mr. PY - 2018/07 DA - 2018/07 TI - Teacher’s Acts of Questioning as the Strategy to Build the Interactions in the ESP Classroom: A Case Study at a Health College BT - Proceedings of the 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018) PB - Atlantis Press SP - 61 EP - 65 SN - 2352-5398 UR - https://doi.org/10.2991/soshec-18.2018.13 DO - 10.2991/soshec-18.2018.13 ID - HekiSujiatmoko2018/07 ER -