This article argues that we must consider three features: the types of questions, the purpose of questions and effective questioning. We can argue that there are two types of questions and two types of responses. For example:
Regarding types of questions, we can have display questions, which are the ones designed to arise the learners' prior knowledge and they focus on form or meaning of language structures (an example: When do we use...?). On the other hand, we can have referential questions, these require active learners, who should exaplain or give their own opinion, so their answer may not be known by the teacher (an example: What do you think about...?).
Regarding types of answers, they may be open-ended, so they can have multiple answers and require active participation, or they may be closed, so these ones are narrower and do not require such originality or reflection by the student.
The purpose of questions in lesson increases classroom management, because it helps the teacher to connect with every student involved in the lesson. Obviously, the purpose of questions may vary depending on the stage or topic of the lesson. Generally, questions may be used in every lesson in order to arise the students' prior knowledge on the subject. However, in skill lessons, these questions may focus on strategies as well as languages.
Lastly, regarding effective questioning, the meaning it is quite clear, it does not matter how many questions the teacher asks to their students, but the quality of those questions. There are techniques to answer effectively such as anticipate the students' response or personalise questions when possible.
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