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What is Display Questions

Chapter 10
Interdisciplinary Approaches Toward Enhancing Teacher Education
In an ELT classroom interaction, these are the questions teachers may ask learners to see if they understand or remember something. Display questions can be compared to referential questions, which are questions you ask because you do not know the answer. In classroom interaction, display questions lack the communicative quality and authenticity of referential questions, but they are an important tool in the classroom, not only for the teacher to be able to check and test their learners, but also as a source of listening practice. One of the first things a beginner student learns in English is how to understand and answer this kind of display questions.
Published in Chapter:
Classroom Interaction in Language Teacher Education: Analysis of Learners' Reactions to Questions and Feedback
M. Dolores Ramírez-Verdugo (Universidad Autónoma de Madrid, Spain) and Leyre López Castellano (Universidad Autónoma de Madrid, Spain)
Copyright: © 2021 |Pages: 24
DOI: 10.4018/978-1-7998-4697-0.ch010
Abstract
Guiding classroom interaction with appropriate pedagogical goals could be one of the most important means of creating learning opportunities for students. If interactional practices respond to the goal of teaching the L2, they can be used as pedagogical models to be applied in language teacher education. Making teachers aware of the skills, competences, and dynamics developed in classroom interaction can help them to improve teaching and learning. Within this framework, this chapter explores EFL classroom interaction and analyses students' reactions to different types of questions and feedback by the teacher. Participants belong to two groups of students in their last year at high school (N=63). Eight EFL lessons were analysed focusing on the language skills used. The results concerning questions show that students replied more to display questions and to questions for reason, for opinion, and metacognitive questions. The findings concerning feedback show that students reacted more to recast. The chapter concludes with an overview on likely applications to language teacher education.
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