engleski

EFL Classroom Interaction: Learner Questions and Teacher Answers

This study examines learner-initiated question-answer sequences in Croatian EFL classroom settings. It analyses the occurrence and types of learner questions and teacher answers as well as the code in which they were uttered. The analyses were made on a corpus of 30 transcribed recordings of EFL classroom interaction in Croatian elementary schools. The findings of this study show that learners seldom ask questions in teacher-fronted activities and when they do they most often ask questions related to the procedures for the accomplishment of classroom activities. Further, the findings show that learners ask more language-related questions in higher grades of elementary school than in lower grades. Teachers in this study most often reply to learners’ questions by providing a direct answer. They seldom respond to learner questions by a counter question. Learners in this database most often ask questions in L1 whereas teachers show a tendency to provide answers in English.

EFL classroom interaction, learner initiative, teacher response, question-answer sequences, use of code

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