The Role Of Questioning In Efficient Classroom Communication

Efficient communication is a priority of a society in which interaction and interpersonal communication are essential to the success of an activity, of collaboration. Classroom communication, seen as a particular form of interpersonal communication, is the one that mediates the triad teacher-curriculum-student, providing the general framework for achieving the educational goals. The complexity of this activity makes it possible to address many and various aspects of classroom communication. Our study aims to highlight the impact that the correct wording of questions has on the efficiency of teacher-student communication. We adopt the perspective of a prospective teacher, whose experience in communicating with students is limited to the one gained during the teaching practice. Our investigation was carried out on a sample of 68 1st year Master’s students of the Faculty of Letters, who are also enrolled in the Teacher Training Programme, Cycle II. To carry out the research, we used the survey method based on questionnaire, more precisely the tool was an opinion questionnaire. Data collection and interpretation, i.e. of the answers provided by the respondents, enabled us to find out their opinion on the importance of formulating the questions for effective communication purposes, the types of questions used, the prerequisites, any mistakes or difficulties encountered. The questionnaire also allowed us to identify the role that the Teacher Training programme palys in the development of teacher's communicative competence in the classroom.