The aim of chapter 5 was to analyse and investigate the nature, functions and effects of multiple versions of questions across a range of social contexts.
Hargie met this aim through deeply analysing what a question actually is, discussing questions in different situations and covering the fact that there are different types of questions. He then went on to explain how they contribute to the interactional lifestyle.
The extract claims that infants are normally prone to asking a lot of questions. This is evident as it states that “young children, exploring a new environment, seem to be naturally inquisitive”. They are constantly trying to make sense of their surroundings. In addition, it is also claimed that, asking questions are a necessary tool for learning. This is discussed in the chapter when Hargie writes “Questions and answers are the most prevalent instructional tools in a long standing pedagogic tradition … to have come down all the way from Socrates”.
Overall, I do agree with this chapter, particularly with the fact that questions are described as interrogative and that they lead to further information being discussed. I also agree with the idea that questions allow the person asking to control the conversation, taken from Bolden (2009:122). Also from Bolden (2009: 122), I agree with the statement that questions are there for different reasons, depending on the context of the interaction, meaning that questions can be asked by many people with many different occupations with different purposes, but eventually they all communicate a desire for further information.
However, I disagree with a statement made by Hargie, which states that it is the person of higher status who asks the questions. I disagree with this statement because in my experience I have found that pupils, patients and children ask their respective teachers, doctors and parents many questions and often there is a relationship of mutual respect rather than one having power over the other. As an aspiring teacher, I believe that everyone, especially young children, should be encouraged to ask questions.
Furthermore, as I read this chapter there were a few words I came across that I needed to define; “algorithm”, which is a set of rules that should be followed in calculations or other problem-solving operations and “pervasive” which means an unwelcome influence or physical effect.
Within the extract, there were a few specific theories and concepts which I found interesting. For instance, Dohrenwend (1965) stated that a lot of self-revelation comes as a result to being asked open questions rather than closed questions. Also, the concept from Rubie-Davies (2007) explained that teachers who expect some pupils to succeed at an above average rate ask them more high order questions compared to their pupils which they expect to succeed at a more below average rate. It was said that teachers with a class of mixed abilities may experience some difficulties because, although consistently asking high order questions will stimulate those with a higher IQ, it will make learning harder for those with a lower IQ.

References:
Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5th ed. London:> Routeledge.