How Classroom Questioning Influences Second Language Acquisition
Hsu, Wen-Hsien
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https://hdl.handle.net/2142/79624
Description
Title
How Classroom Questioning Influences Second Language Acquisition
Author(s)
Hsu, Wen-Hsien
Issue Date
2001
Doctoral Committee Chair(s)
Georgia Earnest Garcia
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Language, Linguistics
Language
eng
Abstract
English proficiency influenced student questioning in terms of the types, frequency, domain, and target audience. Moreover, proficiency influenced teachers' questioning practices as well. Other factors, such as students' relative oral proficiency within the class, attitudes toward speaking in class, perceptions of classroom climate, previous language learning experience, environmental and motivational factors, and assumptions about how to speak a language, contributed to the complexity and differences in students' question asking and/or answering patterns. Teacher and student questioning in tandem contributed to students' on-line second language acquisition. Additional research needs to investigate whether classroom questioning has a lasting effect on second language acquisition.
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