October 2011, hatful 23, No. 2 pp. 187207
The cause of embedded and elaborative interrogation questions on L2 discipline comprehension
Cindy Brantmeier Washington University United States Aimee Callender Auburn University United States quarry McDaniel Washington University United States Abstract With 97 advanced sulphur language (L2) learners of Spanish, the present get utilized domain limited texts to examine the effects of embedded what questions and elaborative why questions on teaching comprehension. Participants read two different vignettes, either with or without the adjuncts, from a social psychology textbook, and then completed a indite pull away, multiple-choice items, and a topic familiarity questionnaire. Results revealed no significant effects of inserted adjunct questions for recall and multiple choice items. Mean recall scores for both the embedded and elaborative questions were almost the same for severally passage, whereas the mean recall score for the version without adjuncts was lower. Results are discussed in light of previous research and suggestions for more research of this character are offered.
Keywords: embedded questions, elaborative questions, L2 reading comprehension
The reconfiguration of language programs at the university has been a topic of interest for some time now (Brantmeier & Pulido, 2010; MLA, 2007). A common theme that appears across reports is the integration of reading in the curriculum from introductory to advanced levels. Some view reading as the foundation for language development (Brantmeier, 2008; Maxim, 2009), and in adjunct to reading authentic, literary texts, language programs are incorporating more discipline- proper(postnominal) study within language departments, that is, they are exposing students to texts that are written for specific subjects. To date, the majority of second language reading research that deals with languages other than English has utilized reading passages...If you want to get a full essay, order it on our website: Ordercustompaper.com
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