Molinaria and Mamelia (2010) argue that questions asked by teachers control and influence classrooms interactions through referring to some pre-specified points. Dillon (1998) also asserted that while students are the only seekers of knowledge in educational contexts, they do not ask any question at all. Teachers mainly tend to ask low level questions, whose answers to a large extent depend on the memorizing ability of students (Mehan, 1979). Then, encouraging students to ask questions is a good way of deepening their knowledge and making them cognitively disequilibriate which in turn may lead to creating a learner centered classroom (Almedia, 2012) and provoking students` power of critical thinking (Hunkins, 1989). Rezaee and Farahian (2012)
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Some typical issues to be instigated based on the conversation approach are turn taking (Allwright, 1980), code switching, and false starts and hesitations in routine conversations. Proponents of this approach are believed to be governed by the principle of structural and functional linguistic. They seemed to be concerned with the speech acts and functions one can do through discourse (Edwards and Westgate, 1994). Cevasco and Broek (2013) regard discourse comprehension as a fundamental element of learning process and focused on conversational devices of making connection in spoken discourse. Exploring some corpuses of three-turn discourses of ESL classes resulted in their conclusion that the most practical and local possibilities in the third turn which belong to teachers are correcting errors, reformulating questions and evaluation (Lee, 2007). Sinclair and Coulthard (1975) listed those speech acts can be considered representations of verbal behavior of teachers and students. They also developed a descriptive discursive system which includes a hierarchy starts by lesson and finished by act. Garfinkel (1967) adopted conversation analysis, an ethnomethodology approach (Sacks. et al, 1974) to analyze classroom interactions. With regard to turn taking in isolation, they stated that it represents some sort of discourse that is specific to each classroom context
Some typical issues to be instigated based on the conversation approach are turn taking (Allwright, 1980), code switching, and false starts and hesitations in routine conversations. Proponents of this approach are believed to be governed by the principle of structural and functional linguistic. They seemed to be concerned with the speech acts and functions one can do through discourse (Edwards and Westgate, 1994). Cevasco and Broek (2013) regard discourse comprehension as a fundamental element of learning process and focused on conversational devices of making connection in spoken discourse. Exploring some corpuses of three-turn discourses of ESL classes resulted in their conclusion that the most practical and local possibilities in the third turn which belong to teachers are correcting errors, reformulating questions and evaluation (Lee, 2007). Sinclair and Coulthard (1975) listed those speech acts can be considered representations of verbal behavior of teachers and students. They also developed a descriptive discursive system which includes a hierarchy starts by lesson and finished by act. Garfinkel (1967) adopted conversation analysis, an ethnomethodology approach (Sacks. et al, 1974) to analyze classroom interactions. With regard to turn taking in isolation, they stated that it represents some sort of discourse that is specific to each classroom context