@article{2016,title={THE EFFECT OF SYNTACTICALLY DIFFERENT DİSPLAY AND REFERENTIAL QUESTIONS ON STUDENTS’ RESPONSES IN EFL CLASSES},abstractNode={There have been many studies investigating display and referential questions in language classes. Although display questions were generally found to outnumber referential questions which are considered to resemble real interaction more, classrooms prioritizing the interactional objectives have not been observed much in terms of display and referential questions. Therefore, a lesson including 10 intermediate level students and a native teacher of English with the objective of interactive and speaking skills in the foreground was videotaped. The transcriptions of conversations between the teacher and students were analysed so as to find out the frequency of display and referential questions, syntactical differences between them and their effects on students’ answers. The results showed that referential questions outnumbered display ones by accounting for nearly three quarters of total questions and students apparently gave longer responses to them contrary to much evidence in literature. Also, the teacher changed question types and syntactical structures of questions during conversations. Implications were made on the results comparing to other studies in literature.},author={Seyit Deniz YILMAZ},year={2016},journal={International Journal of Language Academy}}