NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1018380
Record Type: Journal
Publication Date: 2013-Sep
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0018-2133
The Role of Gender, Embedded Questions, and Domain Specific Readings with Learners of Spanish
Brantmeier, Cindy; Callender, Aimee; McDaniel, Mark
Hispania, v96 n3 p562-578 Sep 2013
The present study utilizes readings taken from texts in social psychology to examine the effects by gender of embedded "what" questions and elaborative "why" questions on reading comprehension. During regular class time, 97 advanced second language (L2) learners of Spanish read two different vignettes, either with or without the adjuncts, and then completed a written recall, multiple choice items, and a topic familiarity inventory. Results revealed significant effects of gender and question type for written recall with passage one, which was about first impressions and schemas. Females outscored males with the inserted "why" questions and males outscored females with the inserted "what" questions. No significant effects by gender and embedded questions were found with recall for passage two, concerning implicit personality theory and attribution theory. Additionally, no gender differences were found for the interaction of gender and embedded question type for multiple choice items across both passages. Results are discussed in light of previous research that reports females outperform males on recall tasks for L2 reading. Instructional implications along with suggestions for more research of this nature are offered.
American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A