Proceedings of the 2022 2nd International Conference on Education, Information Management and Service Science (EIMSS 2022)

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An Empirical Study on the Correlation Between Teachers’ Question Types of College English Class and IRF Conversation Structure

Authors
Dongmei Xue1, *
1Department of Foreign Languages, Guangdong University of Science and Technology, Dongguan, 523083, China
*Corresponding author. Email: 1792077984@qq.com
Corresponding Author
Dongmei Xue
Available Online 12 December 2022.
DOI
10.2991/978-94-6463-024-4_38How to use a DOI?
Keywords
referential questions; demonstrative questions; single IRF; multi-step IRF
Abstract

IRF is the basic unit of class conversation, which is usually initiated by teachers asking questions in class. This paper examines the relationship between the types of questions initiated by teachers, i.e., demonstrative questions and reference questions, and the conversational structure of IRF. UAM Corpustool3 was used to manually mark the data of the final contest of “The 10th SFLEP Foreign Language Teaching Contest” in 2019, calculate the number of ternary and non-ternary structures, and single IRF or multi-step IRF in ternary structures in the initiating conversation of teachers’ demonstrative questions and reference questions. Pearson correlation analysis was conducted to find that there is no correlation between demonstrative problems and single IRF or multi-step IRF, and the generation of single IRF and multi-step IRF is related to whether the teacher can guide to generate new dialogues in the conversation, which shows obvious individual differences; there is 100% correlation between referential problem and the multi-step IRF conversation structure.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 2022 2nd International Conference on Education, Information Management and Service Science (EIMSS 2022)
Series
Atlantis Highlights in Computer Sciences
Publication Date
12 December 2022
ISBN
10.2991/978-94-6463-024-4_38
ISSN
2589-4900
DOI
10.2991/978-94-6463-024-4_38How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Dongmei Xue
PY  - 2022
DA  - 2022/12/12
TI  - An Empirical Study on the Correlation Between Teachers’ Question Types of College English Class and IRF Conversation Structure
BT  - Proceedings of the 2022 2nd International Conference on Education, Information Management and Service Science (EIMSS 2022)
PB  - Atlantis Press
SP  - 358
EP  - 366
SN  - 2589-4900
UR  - https://doi.org/10.2991/978-94-6463-024-4_38
DO  - 10.2991/978-94-6463-024-4_38
ID  - Xue2022
ER  -