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Teacher questioning strategies and Classroom interaction in Ly Thai To school
1 Part one: Introduction Rationale Language teaching is a complex process involving many interrelated factors Many studies have been done to find out suitable and effective methods of teaching language However, many researchers have showned that teaching methods don’t play a decisive role in language classroom Interest in EFL has shifted away from the consideration of teaching methods in isolation towards a focus on classroom interaction as the most vital element in second language learning process Classroom interaction is important because interaction is the essential criteria of classroom pedagogy Interaction is the process whereby lessons are “accomplished” In classroom interaction analysis, teacher talk was pointed to be particular important to language teaching According to pedagogical theory, the language that teachers use in classrooms determines to a large degree whether a class will succeed or not Teacher talk is estimated to make up around 70% of classroom language Teachers pass on knowledge and skills, organize teaching activities and help pupils practice through teacher talk Teacher talk involves many aspects, in which teacher questions have drawn much attention It is now generally agreed that questioning is an important methods of teaching Aschner (1961), for example, calls the teacher “a professional question maker” and suggests that question asking is “one of the basic ways by which the teacher stimulates student thinking and learning” (quoted in Gall 1970: 707) Given the importance to education, it is not surprising that questions “have been the focus of research attention in both content classrooms and language classrooms for many years” (Nunan, 1990:187) In content classroom, cognitive levels of questions have been studies in relation to student achievement (Winne, 1979; Redfield & Rousseau, 1981) In the language classroom, questions have tended to be examined as a means of eliciting more or less linguistic output and involving students in interaction While these studies have shed much light on the relationships between teacher questions and student performance, they have not exhausted the subject In Vietnam, most people learn English in classrooms Classroom language is the chief source of foreign language learning It functions not only as the main source of language learning but also a tool by which a foreign language is taught However, as far as I know, there are not many researches carried out in this area in Vietnamese EFL classrooms Since a better understanding of the use of teacher questions and classroom interaction in EFL classrooms can undoubtedly help teachers and students improve their teaching and learning As an EFL teacher, this study is an excellent opportunity to help me bridge theory and practice which otherwise remains nebulous Observing and describing classroom events make it possible for me to critically examine improvement needed in my teaching Ultimately, I can pursue more suitable ways of teaching for the enhancement of student learning Aims of the study The study aims at: *Investigating the relationships among these four variables in the ESL classroom in Ly Thai To school: (1) question types, (2) questioning strategies, (3) student attitudes, and (4) patterns of interaction *Giving suggestions and recommendations to teachers at Ly Thai To school Research questions Question What is the frequency of display questions and referential questions used by different teachers in different classes? Question What questioning strategies teachers use? Question What are the patterns of classroom interaction? Scope of the study To limit the scope of the study, I will investigate interactions in four class in English periods by focusing on types of teacher questions and students’ attitudes toward these questions The study considers only conversational interactions as the goal is to assess the direct effects of interactions on oral competence improvement Methodology The method applied in this study are both quantitative and qualitative The data which this study draws on come from audiotape, note taking and observation of four English language lessons by four teachers who are teaching at Ly Thai To school Subjects of my study are four classes in Ly Thai To School in Bac Ninh Province Number of pupils level Class 45 10th Class 45 10th Class 50 10th Class 50 10th Table 1: Description of classes observed Time of learning English At least years At least years At least years At least years English is a compulsory subject and they have three English periods per week Ly Thai To is not a gifted school, however the quality of teaching and learning is quite high in comparison with other schools in this area Part two: Development Chapter 1: Literature review 1 What is classroom interaction? Brown (1994) defines interaction as “the collaborative exchange of the thoughts, feelings, or ideas between two or more people resulting in a reciprocal effect on each other” (p:159) In fact, at the heart of CLT, interaction is considered an important factor for CC achievement Having the same idea, Rivers, who sees interaction as the key to teaching language for communication, wrote: “Part of the teacher art is to create, or stimulate student creation of, the types of situation in which interaction naturally blossoms and in which students can use for actual communication what they have been learning in a more formal fashion In this way, they are already engaging in the central activity for which languages is used in human relations.” (1987:4) 1.2 The role of classroom interaction in L2 acquisition Language classroom can be seen as sociolinguistics environments (Cazden, 1988) and discourse communities (Hall and Verplaetse, 2000) in which interaction is believed to contribute to learners’ language development The authors state that the role of interaction is very important In addition, language learning is especially important It is in their interaction with each other that teachers and students work together to create the Intellecture and practical activities that shape both the form and the content of the target language as well as the processes and outcomes of individual development (Hall and Verplaetse, p.10) According to Allwright’s (1984, p.158) claims on the importance of classroom interaction in language learning in FL lesson, it is “inherent in the very notion of classroom pedagogy itself” The language environment needs to turn a language classroom into an acquisition-rich setting But how might a teacher turn a classroom into an acquisition-rich setting? One of the ways teachers can to make the classroom a rich input environment is establishing a nonthreatening environment in the classroom, which encourages meaningful learning and creative use of English Teacher can achieve this by establishing informal and warm-hearted interaction between teacher and learners, as well as among learners themselves This friendly interaction has been approved to be the most essential factor in successful language learning in numerous studies on classroom interaction Wilga Rivers (1987) emphasized the importance of interaction as follows “Through interaction, students can increase their language store as they listen to or read authentic linguistic material, or even the output of their fellow students in discussions, skits, joint problem-solving tasks, or dialogue-all they have learned or casually absorbed – in real life exchanges …Even at an elementary stage, they learn in this way to exploit the elasticity of language.” Thus in order to improve students learning outcomes, it is necessary to engage students in meaningful interactions with teachers and other students When learners are given opportunities to take part in conversational interaction, they have to “negotiate for meaning” This term refers to those modifications, which speakers make during the interaction in order to be understood or to understand each other This process of negotiation is thought to lead to L2 development specifically communicative abilities 1.3 Teacher talk For foreign language learners, classroom is the main place where they are frequently exposed to the target language The kind of language used by the teacher for instruction in the classroom is known as teacher talk (TT) For this term, Longman Dictionary of Language Teaching and Applied Linguistics defines it as “that variety of language sometimes used by teachers when they are in the process of teaching In trying to communicate with learners, teachers often simplify their speech, giving it many of the characteristics of foreigner talk and other simplified styles of speech addressed to language learners” (Richards, 1992:471) Having studies the SLA for many years, Rod Ellis (1985) has formulated his own view about teacher talk: “ Teacher talk is the special language that teacher uses when addressing L2 learners in the classroom There is systematic simplification of the formal properties of the teacher’s language … studies of teacher talk can be divided into those that investigate in the type of language they use in subject lessons.” He also commented “ the language that teachers address to L2 learner is treated as a register, with its own specific formal and linguistic properties” (Ellis, 1985: 145) From the definitions above, we can see that teacher talk in English classroom has it own special style because of restriction of physical setting, special participants as well as the goal of teaching Moreover, teacher talk is a special communicative activity Its goal is to communicate with students and develops students’ foreign language proficiency Teacher talk is used in class when teachers are conducting instructions, cultivating their intellectual ability and managing classroom activities (Feng Qican, 1999:23) Teachers adopt the target language to promote their communication with learners In this way, learners practice the language by responding to what their teacher says Besides, teachers use the language to encourage the communication between learners and themselves Therefore we can say teacher talk is a kind of communication – based or interaction – based talk Teacher talk has attracted attention because of its potential effect on learns’ comprehension, which has been hypothesized to be important for L2 acquisition There is no learning without teaching So as a tool in implementing teaching plans and achieving teaching goals, teacher talk plays a vital role in language learning Nunan (1991) points out that: “Teacher talk is of crucial importance, not only for the organization and management of the classroom because it is through language that teachers succeed or fail in implementing their teaching plans In terms of acquisition, teacher talk is important because it is probably the major source of comprehensible target language input the learner is likely to receive.” The amount and type of teacher talk is even regarded as a decisive factor of success or failure in classroom teaching 1.4 Teachers’ questions Questioning is one of the most common techniques used by teachers (Jack C.Richard & Charles Lockhart, 2000) and serves as the principal way in which teachers control the classroom interaction The tendency for teachers to ask many questions has been observed in many investigations (Chaudron, 1988) In some classroom over half of class time is taken up by question-and-answer exchanges Teachers’ questions have attracted considerable attention from researchers of language classroom 1.4.1 Definition of question The Longman Dictionary of English language provides the following definition for a question: a command or interrogative expression used to elicit information or a response, or to test knowledge Lynch (1991), however, criticizes the last aspect of it, i.e to test knowledge In non–education settings, people seldom ask questions to which they already have an answer Although, there are a number of exceptions such as jokes (e.g what’s the difference between – and - ?), quizzes (e.g Which country will host the next Olympics?) and courtroom discourse (e.g And what did the defendant say to you then?) Lynch characterizes a question as an utterance with a particular illocutionary forces; and Quirk et al (1970 and 1985) define a question as a semantic class used to seek information on a specific subject (Lynch, 1991) In classroom settings, teacher questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to and how they are to it What are the purposes of teachers' classroom questions? A variety of purposes emerge from analysis of the literature, including: • To develop interest and motivate students to become actively involved in lessons • To evaluate students' preparation and check on homework or seatwork completion • To develop critical thinking skills and inquiring attitudes • To review and summarize previous lessons • To nurture insights by exposing new relationships • To assess achievement of instructional goals and objectives • To stimulate students to pursue knowledge on their own 1.4.2 Function of teachers’ questions From the development of the Socratic method, to the 1860 edition of Barnard’s American Journal of Instruction that states, “to question well is to teach well”, educators have long known that questioning is a useful way to aid the transfer of knowledge from instructor to pupil (Ross, 1860) Multiple –based studies have focused on the use of questioning as a successful and universal pedagogical approach Questioning plays a critical role in the way instructors structure the class environment, organize the content of the course and has deep implications in the way that students assimilate the information that is presented and discussed in class Question- answering is predominant and pervasive in classrooms of most subjects, since it is the easiest way to establish oral interaction between teacher and student By asking students questions, teachers are able to elicit utterances from students and guarantee student talking time, because a question “compels, requires, may even demand, a response”(Goody 1978:23) This verbal exchange is expected to play an important role in classroom language acquisition of students in terms of input, interaction, and output Questions are also important, in that they represent a major source of a student's linguistic input White and Lightbown (1984) recorded a teacher asking 427 questions in a single 50-minute class Presumably this is not typical of questioning patterns in all classrooms, but, undoubtedly, questions represent a key aspect of teacher talk With input being widely accepted as an essential prerequisite for language learning, it is no exaggeration to conclude that the nature of teacher's questions, per se, has a direct impact on second language acquisition Research indicates that in most classrooms someone is talking most of the time Generally it is the teacher who talks and the students who listen One way to switch from teacher –centered instruction to student- centered instruction is through the use of questions Thus skill in questioning becomes a vital component of effective teaching (Brown &Wragg, 1993; Wilen, 1991) Questioning is basic to good communications However, proper questioning is a sophisticated art, one at which few people are proficient despite having asked thousands of questions in their lifetimes Questions lie at the heart of good, interactive teaching Questions must be at the appropriate level, be of appropriate type, and above all, be worded properly We will now look at the different level at which questions can be asked 1.4.3 Levels of questions Questions may be categorized as narrow or broad Narrow questions usually require only factual recall or specific, correct answer Broad questions, however, can seldom be answered with a single word and often not have one correct answer Broad questions usually require that students go beyond simple memory and use the thinking process to formulate answer Although both kinds of questions are useful in the learning process, teachers traditionally rely too heavily on narrow questions Effective teachers adapt the level of questions to their teaching objectives (Dillion,1983, 1990) If learning specific information is the objective, then narrow questions are appropriate If 10 thinking processes are the objective, then broader questions are needed Since thinking can take place at several levels of sophistication, it is important that teachers be able to classify and ask questions at these levels There are many classification systems for describing the different levels of questions Most of them are useful only to the extend that they provide a framework for formulating questions at the desired level within a classroom environment The first system I would like to focus here is the system of classifying questions as convergent or divergent Convergent questions are those that allow for only one right response, whereas divergent questions allow for many right responses Questions about create facts are convergent, while questions dealing with opinions, hypothesis, and evaluations are divergent Questions about concrete facts (who, what, when, and where questions) that have been learned and committed to memory are convergent For example: Who is the President of the United States? What is +3? Where is the White House located? Convergent questions may also require students to recall and integrate or analyze information to provide one expected correct answer Most alternative-response questions, such as those that can be answered yes or no or true or false, are also classified as convergent, since students’ response is limited Examples are: Is 3+2 = 5? Is this a picture of a farm animal or a house pet? Is this logic statement true or false? Conversely, questions calling for opinions, hypotheses, or evaluations are divergent, since there are many possible correct responses Examples include: What would be a good name for this story? 23 Teacher: Is this right? ( ask the whole class to check the pupil’ s task) Pupils: Yes Teacher: What does this word mean? Pupils: Nhan tao Example 2: Teacher: How to ask the age of someone? Pupils: How old? Or sometime, the pupils kept silent In these cases, teachers themselves often answered the questions The result was that pupils did not have to work hard They just remembered what have been taught If they did not know the answers or could not remember the information given, the often said ‘No’ or kept silent Even, when they were called by their teacher, their friends often told them the answers So in the classes, only some active pupils really involved in the lesson It was felt that the interaction between teachers and their pupils was not natural and rather boring In contrast, there was a low frequency in using referential questions by all observed teachers (17.3%) Not all teachers made attempts to incorporate referential questions in the lesson It could be that referential ones often require more time and effort to be answered so teachers did not focus on this The good point in using referential questions is that it limits the teacher talk and hence teachers could spend more time with individual pupils With one referential question, teachers can ask some pupils because each one has different answer and the conversation is longer For example: Teacher: Can you tell me some historical places in Vietnam? Have you ever visited Temple of Literature? What are special things about this place? 24 Pupils seem to participate morein the lesson when they are asked referential questions because they have to try to give the full answer in their own way 3.1.2 Results of research question Q2: “What questioning strategies teachers use?” Questioning strategies refer to strategies that teachers use to elicit verbal responses from pupils The following categories were found in the data: (1) Rephrasing: A question is expressed in another way For example” T: What is the name of the first Chinese spaceman? Ps: (silent) T: Who is the first Chinese spaceman? (2) Simplification: This may be regarded as a kind of rephrasing by means of which a situation is simplified so that pupils can cope with it For example: T: What was the function of Temple of Literature? Ps: Ø T: Ok What was it built for? This is an instance of linguistic simplification which pertains lexical substitution, i.e “was built for” is used instead of “function” (3) Repetition: A question is repeated in the hope that a verbal response will be elicited For example: T: What is the last question? Ps: Ø T: (point to a girl) What is the last question? (4) Decomposition: An initial question is decomposed into two or more parts so that an answer may be obtained For example: 25 T: Now, the last sentence “It marked the beginning of Space Age” Tien, make question for this sentence Tien: Ø T: Ok! What does the word “mark” mean? Tien: It means “đánh dấu” T: What is kind of word family of “mark’? Tien: it is a verb T: Ok What is your question? (5) Probing: A question is followed up by one or more other questions so that the teacher can solicit responses from a student T: This sentence is True or False? Ss: False T: Why? Why is it false? T1 T2 T3 T4 Rephrasing Simplification Repetition Decomposition 10 13 10 11 12 15 Table Number of questions asked by teachers under each category Probing 1 Through the classroom observation, it was found that teachers direct their questions to nearly all the pupils in the class Generally, in English classrooms, teachers always let pupils answer their questions in four ways: 1) nominating; 2) chorus – answering; 3) volunteering; 4) teacher self – answering There were about three or five pupils in each class who liked volunteering, the rest of the class usually kept silence Therefore teachers always prefer calling or nominating the students to give answers It is the way to make all pupils work However too much nominating would make students more passive Sometimes, in order to save time, teachers often answered the questions by themselves In this way, students will become more dependent 26 on their teachers They expected to receive information passively instead of thinking about them actively In addition, the classroom atmosphere would be duller 3.1.3 Results of research question Q3 What are the patterns of classroom interaction? Classroom interaction is different from interaction in other contexts It is characterized by the inequality in turn – taking distribution In normal classrooms the pupils are supposed to speak only to the teacher, and the teacher will address either all the pupils or a particular selection of them This can be easily identified as there are three basic moves in the whole interaction A move is the smallest contribution made to an interaction by any one particular at a time An initiating move (I) A responding move (R) A follow – up move (F) In normal classroom the pattern is as follows: T: I P: R T: F In this way, the teacher makes two moves to each move of the learner; the learner is restricted to the responding move only The findings of this study confirm the dominance of the IRF pattern of teacher – pupils discourse This three parts structure of classroom conversations is illustrated below: T: Is that right? I P: Yes R T: Yes F 27 In this exchange, the teacher asks a display question in the first utterance It elicits an answer from the students in the second utterance, which is then evaluated positively by the teacher Here is another example: T: Have you ever been to Van Mieu? P: No T: No In this exchange, the teacher’s referential question elicits a negative reply from the pupils The teacher’s follow – up move acknowledges that this response has been heard A record of the exchanges in the four lessons reveals that in all of them, initiative lies largely with the teacher For example: T: Make question for sentence Who can? Ps: Ø (silent) T: Mùi Can you? P: What is the name of China’s first astronaut? T: Is that right? Ps: Ø (silent) T: Is that right? Ps: Yes T: Yes Now move to the sentence What is the question to ask the age? In this example, the teacher asked questions, and nominated pupils to answer them She chose the topic for discussion, closed it and introduced another topic for conversation In short, she was in complete control of turn – takings and the direction of classroom discourse The students had no influence over its development The submissive role of the pupils was also evident from the fact that in the four recorded lessons, no pupils took the initiative to seek clarification or check confirmation from the 28 teachers In addition, there was not a single learner question There is no doubt that power distribution was unequal in all lessons 3.2 Discussion 3.2.1 Types of teacher question and interaction Research question reveals that in the lessons under this investigation, there is a tendency for the teacher to employ more display questions than referential question The finding supports the conclusion made by Long & Sato (1983b: 217), Pica & Long (1996) In Long & Sato, Pica & Long’s study, they found that teachers used more display questions than referential ones in the classroom Therefore, Long & Sato drew a conclusion that the second language classroom offered very few opportunities for the learners to practice genuine communicative uses of the target language Pica & Long drew a similar conclusion that there was less negotiation of meaning in classroom settings and suggested that, as a result, there was less target language output In a study undertaken by Brock (1986), he found that higher frequencies of referential questions asked by teachers would have some effects on classroom discourse: students’ responses to display questions would be shorter and syntactically less complex than their responses to referential questions; confirmation checks and clarification requests by the teacher would occur more frequently following referential questions than following display questions, and this would lead to more negotiation of meaning which is crucial to the target language acquisition A teacher was encouraged to focus on the use of referential question in a communicative language lesson in order to relate the content of the lesson to the students’ own life However, this study showed that the use of referential questions in four lessons was not successful as expected Pupils did not produce more target language than being asked by display questions Evenly, no pupils volunteered to give answers to referential question The following is a typical example of what happens when the teacher asks referential questions: 29 T: Have you ever been to the Temple of Literature? Ps: Yes 9(some pupils say) T: What you know about this place? Ps: (Keep silence) T: Any special about this place? Ps: (Keep silence) T: Ok When was it built? Giang Giang: It was built in 1017 T: Ok What was its function? The example shows that referential questions are less effective than display questions in eliciting pupil responses First, they were asked more often to individuals than to the whole class Second, it is possible that answers to referential question often require more time and effort, which may result in the lack of interest of other pupils Moreover, teacher may not be patient enough to wait for the pupil responses They paraphrase, decompose or change their question into more simple display questions and move to other pupils On the other hand, the success of using referential questions depends much on pupils’ level as referential questions require longer and complex syntactical responses and relate to pupils’ life If pupils lack general knowledge or vocabulary or structures, they will have difficult to express their ideas Therefore, beside types of teacher questions, other factors that affect classroom interaction such as pupils’ attitudes towards questioning and answering behavior in the classroom and the questioning strategies used by the teacher; need to be considered, too 3.2.2 Pupil attitudes and interaction Pupil attitudes play a significant role in shaping the patterns of classroom interaction Vietnamese pupils are considered passive and unconfident They are reluctant to volunteer to answer questions in class although they know the answer The observation shows that they like 30 to give the answers in chorus or wait to be called up When pupils are appointed to respond, they may prefer to hesitate and give short answer where possible so that they not give their peers the impression that they are showing off Another reason is that they are not confident They are afraid of giving a wrong answer and being laughed or criticized by friends and the teacher The results of this study indicate that the classes under this investigation are still teacher – centered classroom Influenced by Vietnamese culture, the teachers still play a dominating role and hardly consider/take into consideration the learners’ needs The teacher is more directive in making decisions about what goes on in the classroom And pupils can talk when the teacher allows them to talk Therefore the interaction in class is mainly one – way flow 3.2.3 Questioning strategies and interaction If teachers are concerned with the quantity of the pupils’ output, it is not enough to just focus on the types of teacher questions Questioning strategies must also be taken into consideration An ineffective strategy is to ask a series of questions before a pupil is given the chance to speak If this strategy is used, only the last question is likely to elicit any answer The other questions are often ignored For example: T: Have you ever been to Van Mieu Quoc Tu Giam? What is it? When was it built? What was its function? In fact, these series of question may confuse the pupils rather than help them to recall what they know Two effective questioning strategies are identified in the data The first one is decomposition This involves breaking down an initial question into several parts so that a response may be obtained The following example, which was quoted above, indicates how the strategy can help pupils to respond to questions they find difficult to answer T: What is special about the Temple of Literature? 31 Ps: Silent T: So, when was it built? P: In 1017 T: Yes So is it the oldest university in Vietnam? P: It is the first university in our country Another effective questioning strategy identified in the data is probing, which encourage pupils to elaborate on their answers T: What is the ideal number of children in a family? P: One I think Yes You think one is enough Why? P: No more fighting T: No more fighting Then, what other advantages you think you may have, if you were the only child in the family? P: It’s quieter for my study The teacher follows up her initial question with two related questions This enables the pupil to have more chances to speak Part three: Conclusion and implications for teaching Implication for teaching 32 The small sample of teachers, pupils and school involved in this study can not generalize for all teachers, pupils and schools in Vietnam However, a few implications for English teachers and teacher educators are worth discussing First, both display and referential questions have important functions to perform in language teaching and learning, and will thus always have a place in the ESL classroom However, the use of different types of teacher questions does not guarantee that the quantity and quality of classroom interaction will be improved Attention must also be paid to questioning strategies, which this study suggests should be better made use to elicit oral responses from students and develop their grammatical competence In this connection, Swain (1985) contends that for grammatical competence to develop, it is insufficient for learners to receive comprehensible input only They must also be encouraged to produce output so that their hypotheses about their second language (L2) can be tested She suggests that when learners produce output, they will pay attention to grammar or the means of expression Sufficient output, then, will help learners improve their grammatical knowledge of L2 The question is “How can output be elicited from learners?” This study suggests that one way is through questioning The analysis presented above demonstrates that referential questions not necessarily lead to more output from learners, but appropriate questioning strategies, e.g probing, The implication of this is that these questioning strategies should be fully exploited in the classroom to help pupils develop their grammatical competence Teachers also need to know that in some classrooms, it may not be too helpful to expect a voluntary answer to a general solicit Students, especially the shy ones, may need to be nominated, at least occasionally Second, pupils in general seem to be reluctant to give answers voluntarily or enthusiastically This implies that the traditional question – answer – feedback teaching model should be supplemented by (but not replaced with) an alternative pattern of discourse One 33 possibility is the use of pair work and group work, where students are given chances to engage in exploratory talk and negotiation of meaning To conclude, this study demonstrates that pupil attitudes play a very significant role in shaping classroom interaction One reason why some pupils in our class are reluctant to answer questions in the classroom is that they are afraid of being evaluated negatively by the teacher in front of their peers To improve this situation, teachers need to know what follow – up moves are most constructive to second language learning and what are most harmful This can be the subject for another piece of classroom – based research Limitations and further study The fisrt limitation of the study comes from the limited population of the subjects Four teachers in four classes is too small a figure Besides that, the time of observation is a little short Four periods is not long enough to collect a sufficient data In addition, this research just covered only one aspect of teacher talk: teacher questions so this research does not provide an insight from the all – round perspectives It is need to a further research that is concerned with the other aspects of classroom interaction besides the ones involved in this study such as teacher feedback, error treatment, group work, … References Allwright, D 1983 Classroom-centred research on language teaching teaching and learning: A brief historical overview, TESOL Quarterly, 17,2,191-204 Allwright, D 1981 The importance of interaction in classroom language learning, Applied linguistics 5/2:157-71 34 Allwright, D., and K.M Bailey 1991 Focus on the 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interaction If teachers... types of teacher questions, other factors that affect classroom interaction such as pupils’ attitudes towards questioning and answering behavior in the classroom and the questioning strategies. .. note taking and observation of four English language lessons by four teachers who are teaching at Ly Thai To school Subjects of my study are four classes in Ly Thai To School in Bac Ninh Province