Exploring Teacher Utterances to Elicit Learner Responses and Output: Focusing on the Role of Questions

Abstract

This paper reflects on the author's practice of asking questions during Japanese teaching practicums. Specifically, how the teacher’s questions can promote learners' responses and output by analyzing aspects of utterance control and the type of questions asked is examined. The findings indicate that for questions to function effectively, it is essential to combine several elements. In particular, using understandable vocabulary and grammatical structures, a step-by-step, well-structured introduction followed by incorporating visual aids such as photos into the slides. Furthermore, it is observed that teachers’ questions should be designed as part of a broader effort to create an environment where learners are encouraged to speak spontaneously through interactive exchanges.