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Title variants
On asking questions in the Polish language lesson. Case study
Languages of publication
Abstracts
The article presents the results of qualitative and quantitative analysis of questions asked during a single Polish language lesson. It consists of two main parts. The first presents and comments on the results of the teacher’s questions analysis, the second ‒ questions asked by students. The concept of Bogusław Skowronek was used, who distinguished four types of questions in his classification: 1) reassuring-instrumental; 2) substantive; 3) about the meta-didactic function; 4) not related to the classroom situation. The first two categories were specified in more detail by Elizabeth Perrott’s proposition, which distinguishes between guiding questions and questions for clarification among reassuring-instrumental questions, while she divides substantive questions according to the type of thought process launched during the answer and indicates lower-order and higher-order questions. The text ends with a summary containing not very optimistic conclusions.
Publisher
Year
Volume
Pages
139-156
Physical description
Dates
published
2020-10-06
Contributors
author
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.ojs-doi-10_31261_TPDJP_2020_29_10
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