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This research has been carried out to study the types and grammatical and move structures of English and Vietnamese questions in natural and classroom communication. Using comparative, contrastive, qualitative and quantitative methods of analysis, 1380 collected questions were analyzed. | JOURNAL OF SCIENCE, Hue University, Vol. 70, No 1, (2012), pp. 5-18 A COMPARE-CONTRAST STUDY ON THE TYPES AND GRAMMATICAL AND MOVE STRUCTURES OF THE ENGLISH AND VIETNAMESE QUESTIONS IN NATURAL AND CLASSROOM COMMUNICATION Nguyen Thanh Binh College of Foreign Languages, Hue University Abstract. This research has been carried out to study the types and grammatical and move structures of English and Vietnamese questions in natural and classroom communication. Using comparative, contrastive, qualitative and quantitative methods of analysis, 1380 collected questions were analyzed. The research findings indicate that there are major differences between Vietnamese and English questions in terms of question types and question structures in natural and classroom communication. On the basis of the research findings, useful educational applications have been recommended for the effective use of questions in TESOL classes. Keywords: Question, Move, Classroom Communication, Natural Communication, Type, Structure. 1. Introduction The question is a speech act much used in communication and in education. In communication, questioning is an important speech act used to request for information. Questions are used in conversations, in interviews, in criminal investigations, in courts, in parliamentary debates, and in any fields of communication with the main purpose of seeking the needed information. In addition, questions are also used with many other purposes. According to William W. Wilen (1987), in the field of education, questioning has been a teaching technique much researched on and employed since Plato and Socrates up to the present time. According to a research (Wilen, 1987), teachers ask about 300-400 questions a day. Teachers use questions to teach, to pose problems, to seek solutions to problems, to challenge students to have critical thinking, to probe thought process, to check on learning, to review lessons, etc. According to Hilda Taba, the question has been used as
