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Title:How Classroom Questioning Influences Second Language Acquisition
Author(s):Hsu, Wen-Hsien
Doctoral Committee Chair(s):Georgia Earnest Garcia
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Language, Linguistics
Abstract:English proficiency influenced student questioning in terms of the types, frequency, domain, and target audience. Moreover, proficiency influenced teachers' questioning practices as well. Other factors, such as students' relative oral proficiency within the class, attitudes toward speaking in class, perceptions of classroom climate, previous language learning experience, environmental and motivational factors, and assumptions about how to speak a language, contributed to the complexity and differences in students' question asking and/or answering patterns. Teacher and student questioning in tandem contributed to students' on-line second language acquisition. Additional research needs to investigate whether classroom questioning has a lasting effect on second language acquisition.
Issue Date:2001
Type:Text
Language:English
Description:255 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.
URI:http://hdl.handle.net/2142/79624
Other Identifier(s):(MiAaPQ)AAI3023080
Date Available in IDEALS:2015-09-25
Date Deposited:2001


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