How Classroom Questioning Influences Second Language Acquisition

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Hsu, Wen-Hsien

Contributors dc:contributor

• Georgia Earnest Garcia

• Language, Linguistics

Language dc:language

eng

Identifier

(MiAaPQ)AAI3023080

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79624