The document discusses effective questioning techniques for teachers in English as a foreign language (EFL) classrooms. It outlines different types of questions, including display vs. referential questions, and a taxonomy of questions ranging from literal comprehension to appreciation. The role of questions in EFL classes is to promote classroom interaction, feedback, and communication. Effective questions minimize teacher talking time while maximizing student thinking and involvement. Questions should also be cognitively challenging but time-effective. Problematic questions risk embarrassment or do not elicit helpful responses.

1. Teachers’ Questions in the EFL Classroom Are we asking effective questions? Are we aware of the type of questions we are asking? Are we clear about the function of our questions?

3. Two main kind of questions Display Questions Referential Questions Request information the questioner already knows Request new information

5. Taxonomy of Questions 5 levels of complexity: 1.Literal Comprehension 2.Reorganization 3.Inferential Comprehension 4.Evaluation 5.Appreciation Display Questions Processing: Input, Communicating and informing and expressing their own views.

6. Taxonomy of Cognitive Difficulty of Questions 1. Literal Comprehension Recognition Of details Of main ideas Of a sequence Of comparisons Of cause – effect relationships Of character traits

7. Recall Of details Of main ideas Of a sequence Of comparisons Of cause – effect relationships Of character traits Of author’s organization Reorganization Classifying Outlining Summarizing Synthesizing

8. Inferential Comprehension Of supporting details Of main ideas Of a sequence Of comparisons Of cause – effect relationships Of character traits Of author’s organization Evaluation Judgments of: Reality and fantasy Fact or opinion Adequacy and validity Appropriateness Worth, desirability, and acceptability

9. Appreciation Emotional Response to the text Identification with characters or incidents Reactions to the author’s or speaker’s connotative and denotative use of language Reactions to imagery