Studies in Theoretical and Applied Linguistics
Edited By Przemysław Łozowski and Katarzyna Stadnik
Readers’ self-generated questions as a strategy in reading subject-specific expository texts: implications for EFL instruction
Abstract. Asking self-generated questions by readers has been proved to constitute an efficient strategy implemented in active and successful academic reading and, consequently, in the process of content knowledge formation. The article aims to rationalize the relevance of questions generated by readers themselves for the process of reading aimed at subject matter learning in an EFL environment. First, the definition and some acknowledged criteria classifying different types and functions of questions will be examined. Subsequently, the article will provide a brief overview of the results of selected research studies into the effectiveness of self-generated questions posed by readers in different content areas. The analysis of the findings will establish the ground for drawing some implications for EFL academic reading instruction.
Key words: content-area knowledge, EFL reading comprehension, reading expository texts, self-generated questions
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