Education Quarterly Reviews
Published: 25 April 2023
Concept Questions and Alternatives: Easing Check Understanding
Délcio Jacob Felicidade Tweuhanda
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Keywords: Check Understating, Concept Questions, Alternatives
It is axiomatic to think of teaching, especially in a foreign language classroom context, without having moments to verify the extent to which the teaching is being successful or not. Teacher’s input is no guarantee that intake and output are taking place. Therefore, there is a constant need to check for understanding which is done usually by the means of questioning. However, the efficiency and the type of questions to be asked are crucial to assure the effectiveness of the check for understanding. Teachers, and language teachers in particular, should have a repertoire of means to check for understanding, there should be a variation not only in the types of questions to ask, but also in the use some alternatives which may bring variety and joy. Concept Questions (CQs) have been proven to be an effective means to check for understanding, they are easy, quick and simple which can make checks for understanding more efficient for teachers and students, but they should be well planned and asked depending very much on the stage of the lesson and what is being checked. The purpose of this article is to discuss how CQs are to be prepared, illustrate the way they can be successfully used in a language lesson, having a of Presentation Practice and Production (PPP) lesson as an example, and present new alternatives for check for understanding in a language classroom.
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