Abstract
This action research paper discusses the teacher’s tendency of asking questions to get utterances from beginner Japanese learners. During the Fall 2019 and Spring 2020 teaching practicums, students produced few utterances in response to my questions during class. To discover the problems with this approach, I reviewed recorded videos of the Spring practicum and analyzed my question types and interactions with learners. I discovered that I asked questions and set scenes without considering learners’ level, and my follow-up support was insufficient for the learners who answered questions. In this paper, I delve into the solutions of the problems to get more utterances of beginner Japanese learners.
