The functions of questions in the classroom discourse / Jun Nirlawati Mohd Sahidol

This study identified and analysed the functions of questions in BEL 120 classroom discourse in Universiti Teknologi MARA Pahang (UiTM). Thus, the data for the study mainly consisted of the audio tape recording transcriptions of five BEL 120 lecturers that were conveniently selected from July - Nove...

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Main Author:	Mohd Sahidol, Jun Nirlawati
Format:	Thesis
Language:	English
Published:	2012
Subjects:	Teaching (Principles and practice) Classroom management
Online Access:	https://ir.uitm.edu.my/id/eprint/15438/1/TM_JUN%20NIRLAWATI%20MOHD%20SAHIDOL%20ED%2012_5.PDF
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id	my-uitm-ir.15438
record_format	uketd_dc
spelling	my-uitm-ir.154382022-04-07T03:05:34Z The functions of questions in the classroom discourse / Jun Nirlawati Mohd Sahidol 2012-07 Mohd Sahidol, Jun Nirlawati Teaching (Principles and practice) Classroom management This study identified and analysed the functions of questions in BEL 120 classroom discourse in Universiti Teknologi MARA Pahang (UiTM). Thus, the data for the study mainly consisted of the audio tape recording transcriptions of five BEL 120 lecturers that were conveniently selected from July - November 2010 session. Altogether, a total of 20 hours of audio recordings were transcribed from these five lecturers selected. Each lecturer was recorded twice during the session. The data from the audio recording transcriptions were analysed based on the framework set for the investigation; the functions of questions, the types of questions and speech act. The questions found were analysed and categorized into nine different function adapted from Athanasiadou (1990), Tsui (1992), Gabrielatos (1997) and Thompson (1998) namely seek information, guidance and awareness raising, class management, feedback and checking, evoke students’ response, seek agreement and confirmation, introduce information, stimulating thought and unclassifiable. The functions were then treated to simple frequency counts. The analysis shows that out of the functions of questions listed to be analysed, most of the questions fall under the category of evoking students’ response function and seeking information. The functions of questions that seemed to be the least common used by the lecturers were introduce information and guidance and awareness-raising. The findings of this study have raised some legitimate concerns that BEL 120 lecturers did not use a lot of questions in the classroom. Some recommendations are put forward as a guide for future improvement towards enhancing the use of questions and various functions of questions in the classroom. 2012-07 Thesis https://ir.uitm.edu.my/id/eprint/15438/ https://ir.uitm.edu.my/id/eprint/15438/1/TM_JUN%20NIRLAWATI%20MOHD%20SAHIDOL%20ED%2012_5.PDF text en public mphil masters Universiti Teknologi MARA Faculty of Education
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
topic	Teaching (Principles and practice) Classroom management
spellingShingle	Teaching (Principles and practice) Classroom management Mohd Sahidol, Jun Nirlawati The functions of questions in the classroom discourse / Jun Nirlawati Mohd Sahidol
description	This study identified and analysed the functions of questions in BEL 120 classroom discourse in Universiti Teknologi MARA Pahang (UiTM). Thus, the data for the study mainly consisted of the audio tape recording transcriptions of five BEL 120 lecturers that were conveniently selected from July - November 2010 session. Altogether, a total of 20 hours of audio recordings were transcribed from these five lecturers selected. Each lecturer was recorded twice during the session. The data from the audio recording transcriptions were analysed based on the framework set for the investigation; the functions of questions, the types of questions and speech act. The questions found were analysed and categorized into nine different function adapted from Athanasiadou (1990), Tsui (1992), Gabrielatos (1997) and Thompson (1998) namely seek information, guidance and awareness raising, class management, feedback and checking, evoke students’ response, seek agreement and confirmation, introduce information, stimulating thought and unclassifiable. The functions were then treated to simple frequency counts. The analysis shows that out of the functions of questions listed to be analysed, most of the questions fall under the category of evoking students’ response function and seeking information. The functions of questions that seemed to be the least common used by the lecturers were introduce information and guidance and awareness-raising. The findings of this study have raised some legitimate concerns that BEL 120 lecturers did not use a lot of questions in the classroom. Some recommendations are put forward as a guide for future improvement towards enhancing the use of questions and various functions of questions in the classroom.
format	Thesis
qualification_name	Master of Philosophy (M.Phil.)
qualification_level	Master's degree
author	Mohd Sahidol, Jun Nirlawati
author_facet	Mohd Sahidol, Jun Nirlawati
author_sort	Mohd Sahidol, Jun Nirlawati
title	The functions of questions in the classroom discourse / Jun Nirlawati Mohd Sahidol
title_short	The functions of questions in the classroom discourse / Jun Nirlawati Mohd Sahidol
title_full	The functions of questions in the classroom discourse / Jun Nirlawati Mohd Sahidol
title_fullStr	The functions of questions in the classroom discourse / Jun Nirlawati Mohd Sahidol
title_full_unstemmed	The functions of questions in the classroom discourse / Jun Nirlawati Mohd Sahidol
title_sort	functions of questions in the classroom discourse / jun nirlawati mohd sahidol
granting_institution	Universiti Teknologi MARA
granting_department	Faculty of Education
publishDate	2012
url	https://ir.uitm.edu.my/id/eprint/15438/1/TM_JUN%20NIRLAWATI%20MOHD%20SAHIDOL%20ED%2012_5.PDF
_version_	1783733397340815360

The functions of questions in the classroom discourse / Jun Nirlawati Mohd Sahidol

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