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Academic Journal of Humanities & Social Sciences, 2019, 2(4); doi: 10.25236/AJHSS.040096.

Teachers’ Questioning Strategies from the Perspective of Scaffolding Instruction in EFL Classrooms

Author(s)

Wenshu Zheng*, Chenglin Wang

Corresponding Author:
Wenshu Zheng
Affiliation(s)

College of Foreign Languages,Naval Aviation University, Yantai 264000, China
*Corresponding author e-mail: 544606506@qq.com

Abstract

Teachers’ questions are the most common type of elicitation technique found in any classroom setting. Teachers’ questioning strategies directly influences the construction of foreign language learning. How to enhance questioning strategies is one of the indices in classroom talk. Teachers’ questioning from the perspective of scaffolding instruction is a novel topic in classroom discourse, which is crucial in classroom discourse. This research makes suggestions for enhancing teachers’ perception of questioning strategies and scaffolding students’ critical thinking in pedagogical improvement.

Keywords

teachers’ questioning, scaffolding, English teachers, question strategy

Cite This Paper

Wenshu Zheng, Chenglin Wang. Teachers’ Questioning Strategies from the Perspective of Scaffolding Instruction in EFL Classrooms. Academic Journal of Humanities & Social Sciences (2019) Vol. 2, Issue 4: 43-48. https://doi.org/10.25236/AJHSS.040096.

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