Difficulty of Question Types in the Light of Oral School-leaving Exam Tasks
Difficulty of Question Types in the Light of Oral School-leaving Exam Tasks
Dátum
2013-07-01T13:49:33Z
Szerzők
Jámbor, Dóra
Folyóirat címe
Folyóirat ISSN
Kötet címe (évfolyam száma)
Kiadó
Absztrakt
The aim of this research is to find out what questions are easy and what are
difficult to answer. This distinction serves as a base for composing the exam tasks
because according to Todd (1998: 57) teachers should sequence questions they want
to ask, considering question types, in a series of questions ordered from easy to
difficult. Easy questions are important for slower students. We should enable them to
answer our questions and this way take part in conversation, while difficult questions
can be asked from more advanced students in order to select the really excellent
ones.
Meanwhile I am also interested in what kind of questions to ask students at
exams to extract short or long answers from them depending on the given task or
situation because students are required to use interactional short turns, transactional
short and long turns at school-leaving exams. Finally, I would like to know how to solve communication problems occurring during exams with what kind of
questioning strategy teachers are equipped to solve these problems and keep up
communication.
Leírás
Kulcsszavak
question types, communicative competence, oral exam