Abstract
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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 157-178 |
| Number of pages | 22 |
| Journal | Review of Educational Research |
| Volume | 61 |
| Issue number | 2 |
| DOIs | |
| State | Published - Jun 1991 |
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All Science Journal Classification (ASJC) codes
- Education
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Questioning in Classrooms : A Sociolinguistic Perspective. / Carlsen, William S.
In: Review of Educational Research, Vol. 61, No. 2, 06.1991, p. 157-178.Research output: Contribution to journal › Article
TY - JOUR
T1 - Questioning in Classrooms
T2 - A Sociolinguistic Perspective
AU - Carlsen, William S.
PY - 1991/6
Y1 - 1991/6
N2 - 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.
AB - 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.
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UR - http://www.scopus.com/inward/citedby.url?scp=84970177410&partnerID=8YFLogxK
U2 - 10.3102/00346543061002157
DO - 10.3102/00346543061002157
M3 - Article
AN - SCOPUS:84970177410
VL - 61
SP - 157
EP - 178
JO - Review of Educational Research
JF - Review of Educational Research
SN - 0034-6543
IS - 2
ER -