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Visions and Revisions

Studies in Theoretical and Applied Linguistics


Edited By Przemysław Łozowski and Katarzyna Stadnik

The papers reflect on «visions» and «revisions» of selected theoretical and applied linguistic issues. Methodologically, they all reflect and contribute to the polarization between form- and substance-oriented approaches that are typically identified with, respectively, structural and functional paradigms. The diversity of standpoints exemplified and the divergence of operational tools employed make the volume a representative spectrum of the on-going developments in how language is conceptualized and analyzed as both an abstract entity and as a medium of communication, language teaching and learning included. For this reason, the readers will find as much of structural considerations as of functional reflections and practical applications.
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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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