Questions Research Papers - Academia.edu (original) (raw)

This study examined the teacher’s questioning interaction for meaning negotiation in an EFL classroom at a junior high school in Banda Aceh, Indonesia. Data was collected from an English teacher who was teaching seventh grade students.... more

This study examined the teacher’s questioning interaction for meaning negotiation in an EFL classroom at a junior high school in Banda Aceh, Indonesia. Data was collected from an English teacher who was teaching seventh grade students. The instruments used were an observation sheet adapted from Arikan (2004), a set of interview questions adapted from Skilton and Meyer (1992) and Beutel (2010), and recordings. The questioning interaction was analyzed following on the three questioning devices: comprehension check, clarification check and confirmation check (Long, 1983). The findings showed that comprehension check was the most dominant device applied by the teacher (30%), followed by clarification check (14.3%), and confirmation check (12.8%). The dominant use of comprehension check in the classroom reflected the typical interaction in the EFL context, in which there was much more negotiation of meaning going on between the teacher and students to gain understanding. All of these dev...

This study describes the sequential pattern of "through-produced" multiple questions using Conversation Analysis that sets the agenda dimension of questions, and the academic conditions that advance its use during turns at talk... more

This study describes the sequential pattern of "through-produced" multiple questions using Conversation Analysis that sets the agenda dimension of questions, and the academic conditions that advance its use during turns at talk from five faculty meetings. Results show that a. No first-pair of the "through-produced" questions has been answered; b. the answers to the second-pair questions are achieved through paraphrases, clarifications, keyword repetitions, and circuitous rephrasing until the hearer conforms with the agenda set; c. The subordinates frame their default identities with lower epistemic knowledge, and d. "Through-produced" multiple questions can be a manifestation of Chair's power. Implications and recommendations for cross-linguistic comparisons are offered to generalize the findings beyond the specific domain of the meeting.

When confronted with a problem, have you ever stopped and asked “why” five times? If you do not ask the right question, you will not get the right answer. The Five Whys is a simple question-asking technique that explores the... more

When confronted with a problem, have you ever stopped and asked “why” five times? If you do not ask the right question, you will not get the right answer. The Five Whys is a simple question-asking technique that explores the cause-and-effect relationships underlying problems.

How does the idea that knowledge is power play out in our schools and universities. How does it feature in our education systems and how does it impact upon the intellectual characters of students. Specifically, how does the pervasiveness... more

How does the idea that knowledge is power play out in our schools and universities. How does it feature in our education systems and how does it impact upon the intellectual characters of students. Specifically, how does the pervasiveness of this idea in our schools and classrooms affect students’ willingness and ability to be intellectually humble. In this paper, I suggest that this idea presents itself in contemporary classrooms as a barrier to the development and exercise of intellectual humility. Simply put, when we equate knowledge with power, we make it harder to be intellectually humble. In its most prevalent manifestation, this barrier arises in the form of answer-oriented education. I spend the majority of the paper outlining the nature and impact of answer-oriented education and, towards the end, suggest one way to remove this barrier by shifting from answer-oriented to question-oriented education. The latter, I argue, warrants further attention in philosophical and educational research.

This article focuses on polar question particles in Thai and Japanese: both languages have a sentence-final polar question particle (m and ka respectively). The two languages show considerable similarity in their question-forming... more

This article focuses on polar question particles in Thai and Japanese: both languages have a sentence-final polar question particle (m and ka respectively). The two languages show considerable similarity in their question-forming strategy; however, differences arise in terms of the type of question in which the particle can occur. I argue that the question particle in each case originates from a disjunctive clause, but, in Thai, the particle retains its disjunctive character, whereas in Japanese it has progressed to a true question particle. The analysis has prediction potential for English, where similar question particles may arise. English does not have polar question particles, but it does have a large number of final discourse particles, as well as what looks like a final disjunction exhibiting some question particle properties. I suggest that, while this is not a final question particle, if it ever were to become one it would be on the model of Thai rather than Japanese. The potential for this development into a question particle to occur, however, depends upon a trigger experience, which at present is absent. Reanalysis has therefore not taken place.

Visual Question Answering (VQA) is a research area about building a computer system to answer questions presented in an image and a natural language, which is English in the current study. VQA system learns the visual and textual... more

Visual Question Answering (VQA) is a research area about building a computer system to answer questions presented in an image and a natural language, which is English in the current study. VQA system learns the visual and textual knowledge from the inputs (image and question respectively), combine the two data streams and use this knowledge to generate the answer. VQA, a deep learning model, incorporating both CNN and LSTM, has been developed to learn to answer the questions pertaining to an image. The CNN model is trained on 14782 images using CNN and image features are extracted. VQA model combining the CNN features and LSTM model is trained on 135020 questions. 20 epochs are used for training of 135020 questions in each epoch and the epoch model giving minimum loss is considered for predicting the answers. After the training is completed, holdout sample testing is giving an accuracy of 48.69%, which is quite good as per existing literature. The accuracy can further be enhanced by training for larger epochs, and with learning rate decay.

La novela de la escritora ecuatoriana Mónica Ojeda, Nefando (2016), centra el interés de una reflexión acerca de las posibilidades de nombrar y narrar experiencias corporales extremas, cuando de una infancia vulnerada se trata. Interesa... more

La novela de la escritora ecuatoriana Mónica Ojeda, Nefando (2016), centra el interés
de una reflexión acerca de las posibilidades de nombrar y narrar experiencias corporales
extremas, cuando de una infancia vulnerada se trata. Interesa también reconocer en la
novela una línea de pensamiento en torno a la escritura, la violencia y el dolor de los
demás. Escribir, perturbar, renombrar, obscenizar son verbos que coinciden en el horizonte de un campo semántico que busca poner en crisis nociones asumidas respecto a la infancia y la familia. Cómo decir lo que no puede decirse es una pregunta que activa la escritura de Nefando.

Questions are not on all fours with assertions or directions, but higher-level acts that can operate on either to yield theoretical questions, as when one asks whether the door is closed, or practical questions, as when one asks whether... more

Questions are not on all fours with assertions or directions, but higher-level acts that can operate on either to yield theoretical questions, as when one asks whether the door is closed, or practical questions, as when one asks whether to close it. They contain interrogative force indicators, which present positions of wondering, but also assertoric or directive force indicators which present the position of theoretical or practical knowledge the subject is striving for. Views based on the traditional force-content distinction take the indicative mood for granted and therefore do not understand assertion in contrast to direction, but in contrast to questions and other higher-level acts such as logical and fictional acts. But a corresponding sign like Frege's judgement stroke can only redundantly signal the absence of a higher-level act.

Missing reference: Graczyk, Randolph. 2007. A grammar of Crow. Lincoln: University of Nebraska Press.

Polar question particles in languages with VO word order pose a problem for the otherwise robust Final-Over-Final Constraint, which rules out a head-final phrase immediately dominating a head-initial phrase (Holmberg 2000). This paper... more

Polar question particles in languages with VO word order pose a problem for the otherwise robust Final-Over-Final Constraint, which rules out a head-final phrase immediately dominating a head-initial phrase (Holmberg 2000). This paper offers a description of these particles and the constraint, and offers data supporting the hypothesis that these final particles are different from their initial counterparts in a fundamental way.

L’articolo intende analizzare la relazione tra infanzia e filosofia attraverso una sintetica disamina del concetto di Curiosità e dei differenti significati che questo ha assunto nel corso della storia del pensiero. L’obiettivo è trovare... more

L’articolo intende analizzare la relazione tra infanzia e filosofia attraverso una sintetica disamina del concetto di Curiosità e dei differenti significati che questo ha assunto nel corso della storia del pensiero. L’obiettivo è trovare un nuovo spazio per ri-pensare la Curiosità in termini positive per trovare nuovo punto d’incontro tra infanzia e filosofia, una nuova forma di dialogo che possa evitare l’opposizione logica infant/adulto, irrazionale/razionale. Il punto d’incontro tra infanzia e filosofia è quello in cui vive la domanda, dove si possono avere vertigini tali da evocare la Cura. Questo è il luogo in cui l’infanzia è in grado di insegnare filosofia e trovare la sua massima esplicazione.

This chapter offers an analysis of two types of interrogatives used as indirect speech acts in surprise contexts in English – unresolvable questions and rhetorical questions. The function of these questions is not to request information... more

This chapter offers an analysis of two types of interrogatives used as indirect speech acts in surprise contexts in English – unresolvable questions and rhetorical questions. The function of these questions is not to request information that is unknown to the speaker. It is argued that surprise-induced unresolvable questions are expressive speech acts devoid of epistemic goals. Surprise-induced rhetorical questions are shown not to suggest an obvious answer, but to request a commitment update from the addressee. Adopting a schema-theoretic approach to surprise, it is shown that unresolvable questions and rhetorical questions can express mirativity, the former at the initial stage of the cognitive processing of unexpectedness, the latter at the last stage.

Interlingüísticamente las preguntas qu- de eco presentan serias dificultades para las tradicionales teorías de la sintaxis de las preguntas-qu canónicas, ya que parecen contradecir sistemáticamente las generales reglas de formación de... more

Interlingüísticamente las preguntas qu- de eco presentan serias dificultades para las tradicionales teorías de la sintaxis de las preguntas-qu canónicas, ya que parecen contradecir sistemáticamente las generales reglas de formación de interrogativas, manifestando, por ejemplo, el SQu in situ. En este artículo se presentan nuevos datos sobre la sintaxis de las preguntas qu- de eco en español y se ofrece un análisis que permite dar cuenta de sus principales características sintácticas.

[Doctoral Thesis] Among the narratives associated with the evolution of e-learning are themes such as the transformation of education by global informational infrastructures, emergence of a ‘knowledge age’ through innovation in knowledge... more

[Doctoral Thesis] Among the narratives associated with the evolution of e-learning are themes such as the transformation of education by global informational infrastructures, emergence of a ‘knowledge age’ through innovation in knowledge sharing technologies and ‘open’ protocols, empowerment of the individual in terms of the place and time of learning, democratisation of media and content production through the rise of social media, and the development of technologies conducive to inquiry-based learning. This thesis is primarily concerned with the latter narrative in which developing support for inquiry through digital technology is of central concern. A transdisciplinary approach is adopted in which sense-making and knowledge modelling provide pivotal perspective on one word that is both versatile and ambiguous: ‘why’. Given that why-questioning often occurs while learning and making sense of things, a key question addressed in this thesis is why current digital technologies do not explicitly support basic act. Specifically, this thesis introduces the why dimension – asking, learning, understanding, knowing, and explaining why – as an emergent construct of interrelated activities that can inform development of software technologies opening up a frontier of possibilities for inquiry-based digital learning: it explores, interrogates, and aims to scrutinise the opportunities and challenges arising. Within this construct reflection and dialogue are represented as polar facets of inquiry activated by reasoning and scaffolded by technology. Technical challenges associated with the representation and retrieval of digital content are identified and the search paradigm is introduced as a construct that explains a dominant but shallow form of inquiry enabled by mainstream contemporary Internet tools and shown to privilege the retrieval and discovery of informational as opposed to explanatory content. Informational content is shown to be retrievable by queries reducible to a set of primitive questions: who what, when, and where. Explanatory content is identified as a typical, expected response to why-questioning. Issues concerning cognitive engagement and deep inquiry are found to be associated with reflective and dialogic inquiry. In a similar way that the why dimension is presented as a conceptual tool that can inform the design and development of digital technology that supports learning, sense-making technologies are distinguished from semantic technologies and identified as likely to occupy a new frontier of development.

Following (Huggard 2011) Hittite does attest wh-in-situ in that there is no obligatory wh-movement to the specifier of the highest CP projection. However, pace (Huggard 2011), Hittite wh-in situ does not involve wh-phrases in the... more

Following (Huggard 2011) Hittite does attest wh-in-situ in that there is no obligatory wh-movement to the specifier of the highest CP projection. However, pace (Huggard 2011), Hittite wh-in situ does not involve wh-phrases in the base-generated position. It is syntactic movement out of vP to a low position within the CP layer. Wh-words merge in the same position as focus (Spec,FocP) and then optionally scramble further on to Spec,ForceP. Relative pronouns, bare existential quantifiers and subordinators merge in Spec,QP and then scramble optionally to Spec,TopP or Spec,ForceP. The feature that wh-words satiate in Spec,FocP is +focus and the feature that relative pronouns satiate in Spec,QP is +quantifier.

This paper offers a qualitative and quantitative analysis of French and Italian wh-in situ questions based on spontaneous spoken data. A pragmatic analysis relying on two parameters, propositional activation and pragmatic function,... more

This paper offers a qualitative and quantitative analysis of French and Italian wh-in situ questions based on spontaneous spoken data. A pragmatic analysis relying on two parameters, propositional activation and pragmatic function, reveals that the licensing conditions and the use of this structure largely differ in the two languages. While French wh-in situ do not require an activated proposition and can introduce a discourse-new topic, Italian wh-in situ mostly require an activated proposition and, at least in the analyzed corpus data, do not introduce discourse-new topics. An examination of the contexts also reveals that the different licensing conditions influence the interactional uses of these questions. Finally, we claim that both French and Italian wh-in situ require a pragmatic condition, which is their 'anchoring' to given, or at least inferable, information in the linguistic context (as is typical of Italian) or to predictable situations in the extralinguistic context (such as expected discourse moves in social interactions, as is the case for French).

Questions are, in many respects, the hallmarks of the philosopher's trade. They are passed down from one generation to the next and yet, throughout history, philosophers have had relatively little to say about questions. In particular,... more

Questions are, in many respects, the hallmarks of the philosopher's trade. They are passed down from one generation to the next and yet, throughout history, philosophers have had relatively little to say about questions. In particular, few have asked or tried to answer the question ‘what is a question'. I call this the ‘Question Question’ and I offer an answer to it in this paper, furnishing philosophical analysis with the results of a large online survey, which has been running for more than a decade.

This study examines classroom task instructions—phases traditionally associated with noninteractional objectives and operations—and reveals their composition as interactionally complex and cocrafted. Analyses of video sequences of task... more

This study examines classroom task instructions—phases traditionally associated with noninteractional objectives and operations—and reveals their composition as interactionally complex and cocrafted. Analyses of video sequences of task
instructional activity from three different secondary school lessons show that student questions routinely contribute to making task instructions followable. In this environment, student questions set up tensions between the demand to respond to the individual and responsibility to uphold the general instructional agenda. Data show that, as addressees of student questions, instructors take great care to meet both individual and collective accountabilities. To meet obligation to the addressee and exploit the instructional benefit of the question for the cohort, dual addressivity—targeting two or more addressees in response to a student question—proves a crucial method for achieving such principled practice. Educationally, it appears vital to recognize student instructed action as integral to task-related learning.

This paper aims to demonstrate reasons why lattices are not classified on the basis of shape. To achieve this, a review of the terms related to the Bravais lattices was carried out and the 7 crystal systems and 14 Bravais lattices were... more

This paper aims to demonstrate reasons why lattices are not classified on the basis of shape. To achieve this, a review of the terms related to the Bravais lattices was carried out and the 7 crystal systems and 14 Bravais lattices were also illustrated in order to provide structural insight into the subject of this paper. The issue of classifying lattices based on shapes introduced several questions put forward by researchers and due to these questions, different structures of the Bravais lattices were analyzed in this research paper in order to proffer a panacea to the issue.