QUESTIONS AND THE DEVELOPMENT OF CLASSROOM TALK IN COMMUNICATION AND STUDY SKILLS CLASSES AT THE UNIVERSITY OF BOTSWANA

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Golebamang Galegane

Abstract

This paper discusses how the use of questions in a classroom can improve the development of classroom
talk. The paper is based on a study that was carried out in the Communication and Study Skills (CSS)
classes of the University of Botswana. The study probed at how CSS lecturers interacted with their
students in an endeavour to improve the students’ oral communicative competence. The mixed methods
approach was used and two research instruments were used. The sample consisted of 356 students
enrolled for the 2011/12 academic year. Using the Initiation (I-Move) analytical tool and the
Sociocultural Theory (SCT), it was found out that generally, open-ended questions improve the quality
of classroom talk as opposed to the close-ended questions. The study makes contributions to the
research on classroom interaction. The study recommends professional training of lecturers with a view
to providing them with skills of infusing questioning techniques in their teaching.

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Author Biography

Golebamang Galegane, University of Botswana

Centre for Academic Development