Mapping lecturer questions and their pedagogical goals in Spanish- and English-medium instruction

Abstract

This article explores the relationship between teacher questioning practices and pedagogical objectives in Spanish- and English-medium lectures. The results obtained from the analysis of 16 lectures delivered by the same two university teachers both in Spanish and English reveal that the use of questions could be exploited more effectively for pedagogical purposes. Consequently, this paper tries to raise teachers’ awareness of the role of questions upon their teaching and their students’ learning process.