Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia

Research Article

Pragmatic Function of Questioning Act in EFL Classroom Interaction

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  • @INPROCEEDINGS{10.4108/eai.3-6-2021.2310650,
        author={Hieronimus Canggung Darong and Erna Mena Niman and Yosefina Rosdiana Su and Fatmawati  Fatmawati},
        title={Pragmatic Function of Questioning Act in EFL Classroom Interaction },
        proceedings={Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia},
        publisher={EAI},
        proceedings_a={ICEHHA},
        year={2021},
        month={8},
        keywords={interaction; pragmatic function; questioning act},
        doi={10.4108/eai.3-6-2021.2310650}
    }
    
  • Hieronimus Canggung Darong
    Erna Mena Niman
    Yosefina Rosdiana Su
    Fatmawati Fatmawati
    Year: 2021
    Pragmatic Function of Questioning Act in EFL Classroom Interaction
    ICEHHA
    EAI
    DOI: 10.4108/eai.3-6-2021.2310650
Hieronimus Canggung Darong1,*, Erna Mena Niman1, Yosefina Rosdiana Su1, Fatmawati Fatmawati1
  • 1: Universitas Katolik Indonesia Santu Paulus
*Contact email: ronybarera@yahoo.co.id

Abstract

This study was an attempt to analyses the pragmatic functions of EFL teachers’ questioning act in their interactions with students. Data were gathered from six purposefully EFL teachers’ questions in their interactions with students. Data were transcribed and analyzed following the principle of Conversation Analysis (CA) and Freed’s taxonomy (1994) namely external, talk, relational, and expressive functional category. The Conversation Analysis (CA) revealed that most of the questions served more than one purpose ranging from factual information to teacher expressive styles (external, talk, relational and expressive categories). Among the functions found, confirmation and elaboration functions reflecting respectively the talk and relational functional categories appeared at most. Aside from Freed’s (1994) category, the speculative function was beneficial to extend the interactions. Then, the functions of questions were not only associated with their pedagogical purposes but also with the pragmatic and social functions depending on the context where they possibly appeared.