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Pragmantax II

Zum aktuellen Stand der Linguistik und ihrer Teildisziplinen- Akten des 43. Linguistischen Kolloquiums in Magdeburg 2008- The Present State of Linguistics and its Sub-Disciplines- Proceedings of the 43 rd Linguistics Colloquium, Magdeburg

Series:

Katrin Schöpe, Renate Belentschikow, Angelika Bergien and Armin Burkhardt

Dieser Band vereinigt 63 Beiträge in deutscher, englischer und französischer Sprache. Er repräsentiert ein breites Spektrum an Themen und Erkenntnissen aus verschiedenen Bereichen der Linguistik und versucht damit eine kritische Bestandsaufnahme des Faches. Die Beiträge widmen sich Fragestellungen aus den Gebieten der Grammatik, Semantik, Text- und Diskurspragmatik sowie der Angewandten Linguistik. Aufsätze zur kontrastiven Linguistik und zur Fremdsprachendidaktik runden den Band ab.
This volume contains the revised versions of 63 papers, written in German, English and French. It considers a broad spectrum of topics and findings from various areas of linguistics and thereby offers a critical review of the field. The authors address questions ranging from grammar, semantics, text and discourse pragmatics to issues from the field of applied linguistics. The volume is concluded by studies on contrastive linguistics and foreign language pedagogy.
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A Critical Look at the Effects of Questioning on Adult L2 Acquisition

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Meryem Akcayoglu Mirioğlu, Adana

1 Introduction

Questioning is one of the most extensively used techniques of language teachers and an essential part of classroom teaching. Question-posing strategy adopted by teachers is a determining teaching act influencing L2 learning and the questions directed by teachers could become clear indicators of quality teaching (Roth 1996). In subject classrooms, a teacher’s questioning of students does not only serve as a device to stimulate student thinking and learning, but also as a way to evaluate the students’ understanding of subject matters (Mehan 1979, Barden 1995). In second language classrooms where language learning is a primary goal, teachers’ questioning of students, in addition to those functions served in content classrooms, not only provide opportunities for students to practice the target language (Chaudron 1988, Ellis 1994), but also help make greater quantities of target language input comprehensible (Long & Sato 1983).

Although considerable research has been conducted on teacher questions in content classrooms, only a limited amount of empirical attention has been given to student questions (Pearson/West 1991). Classroom teachers identify student question asking as critical to successful participation in the classroom setting (Salend/Lutz 1984). As Nuthall (1973: 82) indicates, questions can promote “the development of conceptual abilities, analytical techniques and the synthesis of ideas.” Facilitating and teaching students’ question generation in class, therefore, is viewed by educators as a viable way to nurture critical thinking and enhance their intellectual development (Fassinger 1995, Ciardiello 1998). For second...

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