Teacher-initiated text-based questions & questioning in EFL classrooms: theory & practice

Part Ⅰ Setting the Scene: Key Concepts & Their Relations-Why Teacher-initiated Text-based Questions & Questioning in EFL Classrooms ?
Chapter 1 Texts as Representations of Language in Use
1.1 Language in use: text or discourse?
1.1.1 Different terms, the same denotation
1.1.2 Different denotations & connotations
1.2 Types & features of texts
1.2.1 Types of text/discourse
1.2.2 Features of text/discourse
Chapter 2 A Text-based Approach to Language Teaching
2.1 A perspective of general ehducation
2.1.1 Language-mediated interactive instruction
2.1.2 Textbook-based teaching & learning
2.1.3 Text-based teaching & learning
2.2 A perspective oflanguage pedagogy
2.2.1 Texts as basic units of language teaching
2.2.2 Arguments for text-based language teaching
2.2.3 Some aspects of text-based language teaching
2.2.4 Interpretative nature of text-based language teaching
Chapter 3 Questions & Questioning as Pedagogical Tools in Language Classrooms
3.1 Focusing on teacher-initiated questions & questioning
3.1.1 Significance of teacher questions & questioning in schooling
3.1.2 Teacher-initiated questions & questions in language classrooms
3.2 An overview of research into teacher questions & questioning
3.2.1 Studies in general education
3.2.2 Studies in language pedagogy
Chapter 4 Text-based Questions & Questioning as Learning Tasks in Language Teaching
4.1 An overview of learning tasks in language teaching
4.1.1 The concept of task in general pedagogy
4.1.2 Understanding tasks in language pedagogy
4.2 Tasks as pedagogical tools for text-based teaching
4.2.1 The background & rationale
4.2.2 Transition from text/task to.task/text
4.3 Questions as learning tasks for text-based teaching
4.3.1 The role of questions in text-based learning
4.3.2 Effects of questions on text-based learning
Part Ⅱ A Theoretical Exploration: Basic Guidelines for Teacher-initiated Text-based Questions & Questioning in EFL Classrooms
Chapter 5 Definition of Teacher-initiated Questions & Questioning
5.1 Definition.of teacher-initiated qestions
5.1.1 Definitions of questions
5.1.2 Definitions of teacher questions
5.2 Definition of teacher-initiated questioning
5.2.1 Definitions of questioning
5.2.2 Definitions of teacher questioning
5.3 Summary
Chapter 6 Function of Teacher-initiated Questions & Questioning
6.1 Functions perceived by teachers
6.2 Functions proposed by experts
6.2.1 Promoting learner-centredness & learner talk
6.2.2 Promoting learner development in cognition & affe ct
6.3 Summary
Chapter 7 Typology of Teacher-initiated Questions
7.1 Criterion Ⅰ: grammatical forms
7.2 Criterion Ⅱ: communicative value
7.2.1 Procedural & echoic questions
7.2.2 Display & referential questions
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Part Ⅲ An Empirical Investigation:Case Studies of the Practice of Teacher-initiated Text-based Questions & Questioning
Part Ⅳ Concluding Remarks:Looking beyond the Practice-PRofessional Competence,Teaching Methodology & Teacher Development