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Why Do You Ask?The Function of Questions in Institutional Discourse$
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Alice Freed and Susan Ehrlich

Print publication date: 2009

Print ISBN-13: 9780195306897

Published to Oxford Scholarship Online: February 2010

DOI: 10.1093/acprof:oso/9780195306897.001.0001

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Questions That Convey Information in Teacher‐Student Conferences

Questions That Convey Information in Teacher‐Student Conferences

Chapter:
8 Questions That Convey Information in Teacher‐Student Conferences
Source:
Why Do You Ask?
Author(s):

Irene Koshik

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195306897.003.0008

This chapter, written by Irene Koshik, investigates questioning and answering in a pedagogical setting, one‐on‐one, second‐language writing conferences at an American university. The teachers that Koshik studies wish to help students self‐correct rather than provide them with corrections. The author analyzes four types of questioning practices, all categorized as known information questions: designedly incomplete utterances (DIUs), reversed polarity questions (RPQs), alternative questions, and questions that animate the voice of an abstract audience. Koshik's analysis demonstrates the complex relationship between the designs of the questioning prompts, their positions in a sequence of talk, their functions, and the types of answers they elicit. According to Koshik, each question type makes a different use of the grammar of both turn and sequence to accomplish a slightly different set of functions. The analysis reveals how teaching and learning are constituted in this speech event and how the participants collaboratively contribute to the pedagogical process.

Keywords:   questioning practices, pedagogical discourse, second‐language writing, self‐correction, known information, question design, sequence of talk, turn and sequence, question function, collaborative speech events

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