The Content and Form of Reader-Generated Questions: Implications for Teaching Questioning Strategies

Autor/in	Miciano, Remedios Z.
Titel	The Content and Form of Reader-Generated Questions: Implications for Teaching Questioning Strategies
Quelle	In: Asia Pacific Education Review, 5 (2004) 2, S.149-156 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
Schlagwörter	Critical Reading; Language Proficiency; English (Second Language); Second Language Learning; Reading Skills; Questioning Techniques; Teaching Methods; Schemata (Cognition); Structural Analysis (Linguistics) + Suchen Sie Ihr Suchwort? Kritisches Lesen; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Reading skill; Lesefertigkeit; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Cognition; Schema; Kognition; Structural analysis; Strukturanalyse
Abstract	Two classes in Developmental Reading were trained in question-formulation and were then required to ask any number and type of questions based on four texts. Three inter-raters coded the questions for their content and form. The results of the study showed the dominance of recognition or retrieval questions, suggesting the students' proficiency in reading for details and conversely, a deficiency in critical reading. In terms of form, although 57% of the questions were coherent and grammatical, this fact alone may not indicate a high English Language proficiency. There were also many instances of the direct copying of phrases from the original text, pointing to the students' lack of confidence or ability in summarizing and paraphrasing. (Author).
Anmerkungen	Education Research Institute, Seoul National University, Department of Education, Seoul National University, 599 Kwanak-Ro, Kwanak-Gu; Seoul, 151-748, South Korea. Tel: 82-2-880-5896; Fax: 82-2-889-6508; email: aper2@hanmail.net.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10