Teachers' Questions and Questioning Techniques in Classroom Interaction

Abstract

Teachers' questions and questioning techniques play an important role in classroom interaction, especially in the 21st century in which learners and the development of their thinking skills become the center of the teaching and learning process. This study aims to investigate teachers' questions types and questioning techniques in classroom interaction at the Department of English, Faculty of Languages and Translation, University of Aden. The research methodology was quantitative approach design. Classroom observation checklist (structured observation) was used to collect numerical data. The population of this study was 10 of teachers at the Department of English, Faculty of Languages and Translation, University of Aden.. The simple frequency count method was used for analyzing data. The findings of the study revealed that convergent question is the type of teacher's question that was used in classroom interaction. It got the highest percentages (100%) while procedural question was used (80%) and divergent question was used (40%). Using positive promoting technique got the highest percentage (90%). Using wait time technique, using positive reinforcement technique and avoiding negative reinforcers technique were used (70%) while avoiding teachers' faviortism technique was used (50%).