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Teachers use a variety of questions and feedback to facilitate communication in the classroom. One type of questioning strategy uses Socratic type questions to lead the students to a pre-formulated answer. Through examination of classroom discourse, this paper shows that in the EFL classroom, this type of questioning strategy may not be ideal for promoting communication.教師はクラスでのコミュニケーションが円滑に行われる様に、様々な質問やフィードバックを使用する。その戦略の一つが、前もって処方された答えに学生を導くソクラテスの問答法である。本論では、クラス内ディスコースの調査を通して、EFLクラスではソクラテスの問答法がコミュニケーションを促進するのに理想的ではないかも知れないと述べている。

The Socratic trap: A strategic snare that EFL teachers should sidestep