Akademik Veri Yönetim Sistemi
Akdeniz Language Studies Conference, Antalya, Türkiye, 9 - 12 Mayıs 2012, cilt.70, ss.1070-1077
Discursive structure of foreign language classes has been a widely studied issue lately. With increasing focus on such theories as sociocultural theory and interactionist hypothesis, the importance of participation to language acquisition has become more significant. The aim of this study is to identify the types and functions of teacher questions in Turkish as a foreign language (TFL) classroom. The data of this study consist of 10 hours of classroom discourse in B2 level TFL classrooms. The analysis was carried out with the help of the classification of teacher questions in ESL classrooms made by Long and Sato (1983), which includes echoic (comprehension checks, clarification requests, and confirmation checks) and epistemic questions (referential, display, expressive and rhetorical questions). The findings of the study indicated that the majority of the questions in the data set belong to epistemic questions and under the title of epistemic questions; the most commonly used question type is display questions and under the title of echoic questions; the most commonly used question type is confirmation checks. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of ALSC 2012