Social Significance Of Patterns Of Questioning In Classroom Discourse

Social Significance Of Patterns Of Questioning In Classroom Discourse

Since the time of Socrates, the pursuit of knowledge has been characterized by the skillful use of language and patterns of questioning to examine understanding and discover truth. Some twenty-four centuries later, language remains the primary medium and discourse the primary method of teaching and learning. While language is a valuable tool for exploration of most fields of study, the prevalence of oral communication in our lives often leads teachers and students to take language for granted. Educators would benefit from a more conscious understanding of the features and functions of oral communication in the classroom. Once we are made aware of the roles of language in the classroom, we can begin to more closely examine the patterns of language use in the classroom and the effect those established patterns have on the learning process. Realizing the effect of classroom discourse patterns, particularly patterns of questioning, on the material to be learned and the learning process itself is crucial to making appropriate adjustments conducive to achieving the maximum benefits of education in a classroom environment.

Courtney B. Cazden, author of Classroom Discourse, asserts that "any social institution can be considered a communication system" by virtue of its very existence (2). The construction of any "institution" implies that communication is taking place between various people for a common purpose. However, the issue of understanding the elements and processes of communication within the system is especially important when discussing the function of education; as Cazden points out, "while other institutions such as hospitals serve the...

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