교사의 질문 유형에 따른 초등학생의 독해력과 수업 만족도

Abstract

The purpose of this study is to examine how students answer differently based on the teacher’s questions, and also to find changes in students’ reading achievement, speaking fluency and accuracy and class satisfaction. Two kinds of questions, display and referential questions, classified by Long and Sato (1983), were used in this study. Display questions require learners to check the general facts or statements of the text they’re learning, whereas referential questions require them to express their opinions. For the study, interaction, between a teacher and students, were recorded for four periods and the three students with the highest frequency of speaking were interviewed individually. The results of this study are as follows: First, when asked display questions related to the text, students showed a tendency to answer without lots of difficulties. On the other hand, the participation in answering the referential questions asking personal experiences was higher than display questions. Second, in case of the display questions asking about facts, the learners were more prominent in accuracy than fluency, while in the case of referential questions asking for opinions, the learners used multiple sentences and took the complex form of sentences and responding with the flow of stories. Third, all the students interviewed said that the referential questions asking about experiences or opinions prompted further stimulation and those questions increased their satisfaction with the class. Based on the results, the present study proposes the following pedagogical suggestions. First, the teacher needs to make learners feel interested in what they’ll learn with preview questions at the beginning of the reading class. Second, it is recommended that the teacher asks display questions for the first few periods of the class and the referential questions are to be asked for the last few periods. Third, after the student answers, the teacher should ask additional questions so that the student can be exposed to more output. Fourth, the teacher should promote a proper learning environment in order that questions between the teacher and students as well as students and students can happen. Fifth, when the learner answers, the opportunity to check or discover the fluency and accuracy of his or her utterance should be provided.