1. LANGUAGE INTERACTION IN THE CLASSROOM THROUGH QUESTIONING
PRESENTED BY
SUMANA SAHA
ROLL NO.48 B.ED 1st SEM
UNIVERSITY B T & EVENING COLLEGE

2. INTRODUCTION
A question is considerer to be an expression of an ‘instinct of curiosity’ ,desire to know , desire for social contact and interrogative statement , and so forth. Question is an important tool for teaching in the classroom and thereby developing language proficiency of the student .In the development of intelligence, nothing can be more “ basic” than learning how to ask productive questions.

3. WHY ,HOW,WHEN ? PURPOSE OF QUESTIONING REASONS FOR ASKING QUESTION
IMPORTENCE OF QUESTIONING
TIMINING OF QUESTIONING
Questioning provides opportunities to students to organize their own learning participation in their learning process.

4. Characteristics of good questioning
Good questions make provisions for different levels of thinking.
The question should be relevant to the intended purpose.
The question should be concise.
The question should trigger thought process.
The question should not be ambiguous.
It should be in accordance with the age and ability of the students
Avoid ‘yes’ or ‘no’ response.
It should be directed to whole not to an individual pupil.

5. NATURE OF QUESTIONING IN CLASSROOM
KNOWLEDGE
COMPREHHENSION
APPLICATION
ANALYSIS
SYSNTHESIS
EVALUATION

6. Closed question Open questions Convergent divergent
Type of questions-teachers role
e.g., when did Tagore receive the Nobel prize?
Closed question
Convergent
divergent
Open questions

7. TYPES OF QUESTIONS
Contextualized questions
Divergent-broad thinking questions
Evaluative questions
Explanatory questions
Formal questions
Higher-order questions
Lower-order questions
Convergent questions
Rhetorical questions

8. OTHER TYPES
Hypothetical
Reflective
Predictive
Clarifying
Summarizing
Contingency
Probing
Managerial
Rhetorical
Factual
Affective

9. BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES
In educational purpose blooms taxonomy is an important technique in his book TAXONOMY OF EDUCATIONAL OBJECTIVES ; THE CLASSIFICATION OF EDUCATIONAL GOALS,HANDBOOK : COGNATIVE DOMAIN .
higher level of questioning will pave the path for higher level of knowledge.
his educational objectives identify 6 purpose of questioning
knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

10. Bloom’s educational objectives identify 6 purpose of questioning
KNOWLEDGE
Define, recall, memorize, describe, reproduce, review , where, when, repeat, recognize.
comprehension
Predict , translate ,explain , interpret , conclude, compare, why , restate .distinguish
Application
Show, solve, use, test, apply, develop, examine, construct
Analysis
Explain, search, contrast , locate, identify , classify, distinguish, categorize
synthesis
Compose , design ,create ,invent , propose, formulate
Evaluation
Judge , compare , debate , argue, recommend , assess

11. FUNCTIONS OF QUESTIONS
To make rapport with students
To warm up curiosity based question
Management related function
Concept based question
Applied and creative question
Content related function

12. PROCESS OF QUESTIONING
ROLE OF TEACHER
SUBJECT
BASIC KNOWLEDGE
SKILL OF QUESTIONING
STRUCTURE
LEVEL
PROCESS OF QUESTIONING

13. CONCLUTION
In the conclusion , we remember the educational view of the famous scientist ALBERT EINSTEIN – “Learn from yesterday , live for today , hope for tommorow.The important thing is not to stop questioning .”
In the other hand FRANCIS BACON says “ A prudent question is ,as it were, one half of wisdom”.

14. REFERENCES
Majhi, Shambhunath and dr. Birbal Saha: language across the curriculum, page – 129 to 143.
Sannyal, Shraboni and dr. mukherjee Utpal: language across the curriculum, page
Dinda , malayendu. (2015) : language across the curriculum , page –