Tytuł pozycji:
Teacher discourse and the language of questions as a source of face-threatening acts
- Tytuł:
-
Teacher discourse and the language of questions as a source of face-threatening acts
- Autorzy:
-
Dronia, I.
- Powiązania:
-
https://bibliotekanauki.pl/articles/577212.pdf
- Data publikacji:
-
2013
- Wydawca:
-
Polska Akademia Nauk. Czytelnia Czasopism PAN
- Źródło:
-
Linguistica Silesiana; 2013, 34
0208-4228
- Język:
-
nieokreślony
- Prawa:
-
Wszystkie prawa zastrzeżone. Swoboda użytkownika ograniczona do ustawowego zakresu dozwolonego użytku
- Dostawca treści:
-
Biblioteka Nauki
-
Przejdź do źródła  Link otwiera się w nowym oknie
Questioning in class is often found by students to be highly stressful and a cause of
anxiety. Lower-order questions, in particular, are often closely linked to behaviour
management, with teachers using them as a means of control in the classroom while
e.g. manipulating or accusing. The fact that questions are mainly initiated by teachers
(they ask up to two questions every minute and questioning may account for even up
to a third of all teaching time) and that there exists a strong asymmetric relationship
in their number (students, on average ask not more than 6 questions during one
lesson) may have a tremendous impact on students’ emotional well-being and their
learning. This asymmetric relationship stems from differences of status, roles, age,
education or class and can give teachers power or authority. Questions are commonly
used as part of a power struggle, and pupils can still find this sort of interrogation
intimidating. Thus teacher’s questioning (Mitchell cited in Hastings 2003) has been
found children’s main source of fear and face-threatening act – the learners are not
afraid of being wrong, but of looking silly – saying something that will be ridiculed
by the teacher or other pupils. It is well known that FTAs threatening the hearer’s
self-image include expressions negatively evaluating the hearer’s positive face, e.g.
disapproval, accusations, disagreement or criticism and all of these elements are
commonly appearing in teacher’s discourse and questions they ask. Those of the lower
status and less dominant role (students) use more indirectness and more negative
politeness features, such as hedges and mitigation, than those with the higher status
(teachers) do (Cutting 2002). The article also aims at presenting Bloom’s taxonomy
of cognitive learning (1956) and the influence the language of teacher’s questions
may have on students experiencing face-threatening acts.