Investigating Elementary Expert Teachers’ Questioning Strategies that Promote Students’ Mandarin Chinese
This study investigated how expert Chinese language teachers led inquiry-based reading comprehension of texts through multi-level questioning, and how these teachers implemented specific discursive scaffolding strategies in various levels of questioning. The study employed mixed research method, com...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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National Taipei University of Education
2019-12-01
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| Series: | Journal of Educational Practice and Research |
| Subjects: | |
| Online Access: | http://jepr.ntue.edu.tw/contents/list/detial.asp?id=160 |
| _version_ | 1811270300010020864 |
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| author | Hsiao-Feng Tsai Hsin-Hsi Chen |
| author_facet | Hsiao-Feng Tsai Hsin-Hsi Chen |
| author_sort | Hsiao-Feng Tsai |
| collection | DOAJ |
| description | This study investigated how expert Chinese language teachers led inquiry-based reading comprehension of texts through multi-level questioning, and how these teachers implemented specific discursive scaffolding strategies in various levels of questioning. The study employed mixed research method, combining quantitative and qualitative content analysis to examine the transcripts of instructional videos from nine expert teachers who used the Literacy-oriented Elementary Mandarin Chinese Textbooks as experimental teaching materials. The results indicated that the most frequently asked questions initiated by the expert teachers during classes were still level one and two questions. Moreover, teachers used clarification and follow-up as the discursive scaffolding strategies when they initiated level one and level two questions, whereas higher order thinking scaffolding strategy such as requesting alternative answers typically was associated with teachers’ level three and four questions. Lastly, there were three different objectives for teachers to use in their questioning strategies, namely “construct details,” “incorporate reading strategies to solve puzzles,” and “develop criticisms.” The teachers flexibly switched questioning levels and discursive scaffolding strategies based on their purpose of dialogue to meet learners’ needs. The study concludes that different levels of questions expert teachers asked played different roles in classroom discussion, and that the teachers adjusted question levels and discursive scaffolding strategies based on their instructional principles. The study serves as a reference for future research in instructional dialogue and questioning. |
| first_indexed | 2024-04-12T21:58:22Z |
| format | Article |
| id | doaj.art-64b67e29b700422fa5296bda7a9c6742 |
| institution | Directory Open Access Journal |
| issn | 1993-5633 1993-5633 |
| language | English |
| last_indexed | 2024-04-12T21:58:22Z |
| publishDate | 2019-12-01 |
| publisher | National Taipei University of Education |
| record_format | Article |
| series | Journal of Educational Practice and Research |
| spelling | doaj.art-64b67e29b700422fa5296bda7a9c67422022-12-22T03:15:13ZengNational Taipei University of EducationJournal of Educational Practice and Research1993-56331993-56332019-12-01322138Investigating Elementary Expert Teachers’ Questioning Strategies that Promote Students’ Mandarin ChineseHsiao-Feng Tsai0Hsin-Hsi Chen1Assistant Research Fellow, Research Center for Curriculum and Instruction, National Academy for Educational ResearchChairperson, Taiwan Association of Language and LiteracyThis study investigated how expert Chinese language teachers led inquiry-based reading comprehension of texts through multi-level questioning, and how these teachers implemented specific discursive scaffolding strategies in various levels of questioning. The study employed mixed research method, combining quantitative and qualitative content analysis to examine the transcripts of instructional videos from nine expert teachers who used the Literacy-oriented Elementary Mandarin Chinese Textbooks as experimental teaching materials. The results indicated that the most frequently asked questions initiated by the expert teachers during classes were still level one and two questions. Moreover, teachers used clarification and follow-up as the discursive scaffolding strategies when they initiated level one and level two questions, whereas higher order thinking scaffolding strategy such as requesting alternative answers typically was associated with teachers’ level three and four questions. Lastly, there were three different objectives for teachers to use in their questioning strategies, namely “construct details,” “incorporate reading strategies to solve puzzles,” and “develop criticisms.” The teachers flexibly switched questioning levels and discursive scaffolding strategies based on their purpose of dialogue to meet learners’ needs. The study concludes that different levels of questions expert teachers asked played different roles in classroom discussion, and that the teachers adjusted question levels and discursive scaffolding strategies based on their instructional principles. The study serves as a reference for future research in instructional dialogue and questioning.http://jepr.ntue.edu.tw/contents/list/detial.asp?id=160discursive scaffolding strategiesmandarin chinesereading comprehensionteachers’ questioning |
| spellingShingle | Hsiao-Feng Tsai Hsin-Hsi Chen Investigating Elementary Expert Teachers’ Questioning Strategies that Promote Students’ Mandarin Chinese Journal of Educational Practice and Research discursive scaffolding strategies mandarin chinese reading comprehension teachers’ questioning |
| title | Investigating Elementary Expert Teachers’ Questioning Strategies that Promote Students’ Mandarin Chinese |
| title_full | Investigating Elementary Expert Teachers’ Questioning Strategies that Promote Students’ Mandarin Chinese |
| title_fullStr | Investigating Elementary Expert Teachers’ Questioning Strategies that Promote Students’ Mandarin Chinese |
| title_full_unstemmed | Investigating Elementary Expert Teachers’ Questioning Strategies that Promote Students’ Mandarin Chinese |
| title_short | Investigating Elementary Expert Teachers’ Questioning Strategies that Promote Students’ Mandarin Chinese |
| title_sort | investigating elementary expert teachers questioning strategies that promote students mandarin chinese |
| topic | discursive scaffolding strategies mandarin chinese reading comprehension teachers’ questioning |
| url | http://jepr.ntue.edu.tw/contents/list/detial.asp?id=160 |
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