Questions That Convey Information in Teacher-Student Conferences

Irene Koshik

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter, written by Irene Koshik, investigates questioning and answering in a pedagogical setting, one-on-one, second-language writing conferences at an American university. The teachers that Koshik studies wish to help students self-correct rather than provide them with corrections. The author analyzes four types of questioning practices, all categorized as known information questions: designedly incomplete utterances (DIUs), reversed polarity questions (RPQs), alternative questions, and questions that animate the voice of an abstract audience. Koshik's analysis demonstrates the complex relationship between the designs of the questioning prompts, their positions in a sequence of talk, their functions, and the types of answers they elicit. According to Koshik, each question type makes a different use of the grammar of both turn and sequence to accomplish a slightly different set of functions. The analysis reveals how teaching and learning are constituted in this speech event and how the participants collaboratively contribute to the pedagogical process.

Original languageEnglish (US)
Title of host publicationWhy Do You Ask?
Subtitle of host publicationThe Function of Questions in Institutional Discourse
PublisherOxford University Press
Pages1-44
Number of pages44
ISBN (Electronic)9780199867943
ISBN (Print)9780195306897
DOIs
StatePublished - Feb 1 2010

Keywords

  • Collaborative speech events
  • Known information
  • Pedagogical discourse
  • Question design
  • Question function
  • Questioning practices
  • Second-language writing
  • Selfcorrection
  • Sequence of talk
  • Turn and sequence

ASJC Scopus subject areas

  • General Arts and Humanities

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