‘What time is it, Denise?”: Asking known information questions in classroom discourse

Key Points

• The aim is to analyze how known information questions function in classroom discourse and their impact on communication among young children.
• Qualitative analysis of classroom interactions
• Focus on specific types of questions asked by teachers
• Contextual examination of language use during lessons
• Findings reveal that teachers frequently use known information questions to engage students
• These questions facilitate better understanding and learning outcomes for young children
• The analysis indicates a positive correlation between questioning techniques and student participation