Questions have always been an important interactional tool used by teachers to activate and facilitate the learning process. This study investigates variation in the use of questions in instructional settings that differ according to communicative mode. Using both quantitative and qualitative methodologies, a contrastive analysis was carried out on questions in spoken lectures versus written text materials (both print and online). The results showed that the frequency of questions was strikingly similar in both, despite the ‘virtual' interactional dimension of the written texts. Moreover, the written materials contained numerous features typically associated with face-to-face interaction (e.g., dialogic yes/no, elliptical and ‘aggressive’ questions). Speech-like questions were especially prominent in the online texts, suggesting that this new medium has a hybrid and highly interactive nature. There was marked variation in question form and function across the two corpora, apparently influenced by the interactional efforts and pedagogic aims of the lecturers and materials writers. The findings provide new insights into the role of questions in both traditional and innovative instructional channels.

Interaction in academic lectures vs. written text materials: the case of questions / B. CRAWFORD. - In: JOURNAL OF PRAGMATICS. - ISSN 0378-2166. - STAMPA. - 40:(2008), pp. 1216-1231. [10.1016/j.pragma.2007.08.007]

Interaction in academic lectures vs. written text materials: the case of questions

CRAWFORD, BELINDA BLANCHE
2008

Abstract

Questions have always been an important interactional tool used by teachers to activate and facilitate the learning process. This study investigates variation in the use of questions in instructional settings that differ according to communicative mode. Using both quantitative and qualitative methodologies, a contrastive analysis was carried out on questions in spoken lectures versus written text materials (both print and online). The results showed that the frequency of questions was strikingly similar in both, despite the ‘virtual' interactional dimension of the written texts. Moreover, the written materials contained numerous features typically associated with face-to-face interaction (e.g., dialogic yes/no, elliptical and ‘aggressive’ questions). Speech-like questions were especially prominent in the online texts, suggesting that this new medium has a hybrid and highly interactive nature. There was marked variation in question form and function across the two corpora, apparently influenced by the interactional efforts and pedagogic aims of the lecturers and materials writers. The findings provide new insights into the role of questions in both traditional and innovative instructional channels.
2008
40
1216
1231
B. CRAWFORD
File in questo prodotto:
File Dimensione Formato  
JOP1.pdf

Accesso chiuso

Tipologia: Versione finale referata (Postprint, Accepted manuscript)
Licenza: Tutti i diritti riservati
Dimensione 328.38 kB
Formato Adobe PDF
328.38 kB Adobe PDF   Richiedi una copia

I documenti in FLORE sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificatore per citare o creare un link a questa risorsa: https://hdl.handle.net/2158/251537
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 33
  • ???jsp.display-item.citation.isi??? 31
social impact