2026-09-19T19:38:43Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/79624 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Georgia Earnest Garcia Hsu, Wen-Hsien 2015-09-25T19:52:34Z 2015-09-25T19:52:34Z 10000-01-01 2001 2001 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. Made available in DSpace on 2015-09-25T19:52:34Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3023080.pdf: 13255744 bytes, checksum: 7d5b1dcffd06d38ae0ca290f8861f556 (MD5) Previous issue date: 2001 Embargo set by: Seth Robbins for item 80906 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 255 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001. http://hdl.handle.net/2142/79624 (MiAaPQ)AAI3023080 eng Language, Linguistics How Classroom Questioning Influences Second Language Acquisition text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.