QUESTIONING IN CLASSROOMS - A SOCIOLINGUISTIC PERSPECTIVE

被引:99
作者
CARLSEN, WS
机构
[1] Department of Education, Cornell University, Cornell University, Ithaca, NY 14853
关键词
D O I
10.3102/00346543061002157
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This article reviews research on classroom questioning. Analysis focuses on three characteristics of questions: context, content, and responses and reactions by speakers. Studies originating in the process-product and sociolinguistic paradigms are discussed separately, but findings from both research traditions are interpreted from a sociolinguistic perspective. The review argues that research on questioning must acknowledge that the meaning of questions is dependent on their context in discourse, that the content of questions cannot be ignored, and that questions may reflect and sustain status differences in the classroom. Research on questioning has generally failed to recognize that classroom questions are not simply teacher behaviors but mutual constructions of teachers and students. © 1991, Sage Publications. All rights reserved.
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页码:157 / 178
页数:22
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