Sponsor
Portland State University. Department of Applied Linguistics
First Advisor
Marjorie Terdal
Date of Publication
1990
Document Type
Thesis
Degree Name
Master of Arts (M.A.) in Teaching English to Speakers of Other Languages
Department
Applied Linguistics
Language
English
Subjects
Questioning, English language -- Study and teaching (Higher) -- Foreign speakers
DOI
10.15760/etd.5954
Physical Description
1 online resource (86 p.)
Abstract
The technique of asking questions in the classroom has prevailed in first language classes for many years. This teaching technique has also been widely used in ESL reading classes. Though there has been extensive research about teachers' questions and students' responses in first language classrooms, there is a paucity of studies in second language classrooms.
This is a descriptive study of six experienced college level English as a Second Language (ESL) teachers and their discussions of the same reading selection with ninety-eight non-native speakers in each of their classes. Teacher-led discussions were audiotaped and twenty minutes of each class were transcribed and analyzed. Teachers' questions were coded according to Long and Sato's (1983) seven-category taxonomy of functions of teachers' questions. Students' responses were analyzed according to their mean length, syntactic complexity, and the use of connectives.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
http://archives.pdx.edu/ds/psu/23413
Recommended Citation
Lindenmeyer, Susan, "Study of referential and display questions and their responses in adult ESL reading classes" (1990). Dissertations and Theses. Paper 4070.
https://doi.org/10.15760/etd.5954
Included in
Applied Linguistics Commons, Bilingual, Multilingual, and Multicultural Education Commons
Comments
If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to pdxscholar@pdx.edu and include clear identification of the work, preferably with URL