ABSTRACT
This chapter explores the centrality of questioning in interpersonal communication (IPC), including its role in information management, social interaction, power relations, affiliation, and role identity; in other words, in the very constitution of social and professional life. P. Margutti found that the most frequently used question patterns in a primary school's instructional activities were those that required brief responses: yes/no questions, alternative questions, specific wh-questions, and non-interrogative formats such as Eliciting Completion Devices. A. F. Freed and S. Ehrlich emphasise the need for a framework that encompasses both functional and sequential dimensions and thus, they propose a two-part definition: questions solicit information, confirmation, or action; and questions create a conversational slot for the responsive turn. The chapter briefly outlines some core types and dimensions of questions. Closed and open questions have different uses and applications. They also play a key role in screening or initial assessments by many professionals.
