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Evolving Nature of the English Language

Studies in Theoretical and Applied Linguistics

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Robert Kiełtyka and Agnieszka Uberman

This volume presents a collection of interdisciplinary papers pertaining to the most thought-provoking problems in the areas of both theoretical and applied linguistics. The contributors focus on contemporary developments in morphological, semantic and pragmatic theorizing. The contributions are also devoted to various aspects of the methodology of teaching English as well as some intricacies of translation.

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Students’ Self-Generated Questions in Reciprocal Reading Tasks in L1/L2 Settings (Anna Kiszczak)

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Anna Kiszczak

Students’ Self-Generated Questions in Reciprocal Reading Tasks in L1/L2 Settings

Abstract: Over the past decades researchers and literacy educators have widely investigated the relevance of text comprehension for knowledge construction and the contribution of reading and learning strategies to learning outcomes (Chamot 2009; Chodkiewicz 2014; Hudson 2007). Consequently, numerous curricular models and instructional approaches suggesting specific practices have been proposed in order to promote and guide students’ reading and learning. Reciprocal teaching is a multicomponent reading strategy model based on four reading strategies, dialogue, and scaffolding (Klingner, Vaughn, and Boardman 2015).

The following chapter explores the role of asking and answering questions by readers as a component of content-based reciprocal reading instruction. Firstly, the concept, theoretical foundations and implementation procedures of reciprocal teaching are examined. Subsequently, the article discusses the definition of the strategy of reader self-generated questions and its importance for text comprehension and knowledge building. The chapter also provides a brief overview of research findings showing the benefits and pedagogical potential of engaging students in reciprocal reading tasks, including the generation of their own questions. Finally, some implications of research results for developing disciplinary knowledge in L1/L2 settings are discussed.

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