Exploring the connection between teacher questioning and student learning behavior from a discourse perspective - A case study

Teacher questioning is common interaction in classrooms, which seems to be an effective tool stimulate and enhance teaching learning. This paper aims investigate English teachers’ strategies connection with student learning behavior from a discourse perspective at the University of Foreign Languages, Hue University, Vietnam, within case study Reading class Department. One teacher 30 students voluntarily participated study. Data were collected via audio recordings classroom observation 06 hours for classes. Critical Discourse Analysis Theory Constructivist Learning theories applied as analysis explanation frameworks. Results revealed that teachers employed various such eliciting responses, checking comprehension, soliciting agreement question functions; helped arouse students’ interest upcoming reading texts, prepare them vocabulary background knowledge forming, guide through process comprehension skill practice. The also addressed implications suggestions help exploit more effectively language teaching.