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ERIC Number: EJ943536
Record Type: Journal
Publication Date: 2011-Oct
Pages: 21
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1539-0578
The Effects of Embedded and Elaborative Interrogation Questions on L2 Reading Comprehension
Brantmeier, Cindy; Callender, Aimee; McDaniel, Mark
Reading in a Foreign Language, v23 n2 p187-207 Oct 2011
With 97 advanced second language (L2) learners of Spanish, the present study utilized domain specific texts to examine the effects of embedded "what" questions and elaborative "why" questions on reading comprehension. Participants read two different vignettes, either with or without the adjuncts, from a social psychology textbook, and then completed a written recall, 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 each 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 nature are offered. (Contains 2 notes, 5 tables, and 1 figure.)
Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A