제 2언어 교실에서의 질문 분류 방식과 기능에 대한 재고 2

Reconsidering the ways of classification and functions of questions in a second language classroom setting 2

This paper aims to examine the validity on standards of classification for questions which were proposed by Long & Sato(1983). According to Long & Sato (1983), referential questions are asked to get information from students(which implies a teacher doesn’t know a student’s answer), and display questions(evaluative question) are asked to establish the student’s knowledge of an answer.(which implies a teacher already knows the correct answer.) To examine these standards, I analyze the frame of classroom conversations. The analysis shows that a frame shift from a general classroom conversation frame to a dramatization frame occurs often. Dramatization frame is used to make the conversation between teacher and student as a scene, thus creating a pedagogical theme. In dramatization frame, teacher and student have a conversation as a real self and they have a dramaturgical role in the scene at the same time. In dramatization frame, a teacher doesn’t know a students’ answer and the teacher expects proper answers fitted into the scene. In dramatization frame, teacher’s questions cannot be categorized as referential questions but also display questions. It implies that the line between referential questions and display questions is blurred. The results of this study can contribute to set new standards of classification for questions.