The impact of questioning strategies on target language production and learner confidence
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Angela Gardner [2] ; Karen Lichtman [1]
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[1] Northern Illinois University
Northern Illinois University
Township of DeKalb, Estados Unidos
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[2] Ross High School
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- Localización: Foreign language annals, ISSN 0015-718X, Vol. 57, Nº. 1, 2024, págs. 256-275
- Idioma: inglés
- Enlaces
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Resumen
This study investigated how questioning strategies impact language learner performance. Specifically, it explored how questioning strategies influence (i) verb production and subject–verb agreement in the target language, and (ii) learner confidence in completing tasks without translation software. Sixty-eight novice language learners enrolled in a high school Spanish I course participated. The students were divided into two groups. After a pretest, one group completed an activity with divergent (open-ended) questions, while the other group did the same activity with contingent (either/or) questions. Participants then completed a posttest and rated their temptation to use translation software. Writing on the pre- and posttests was evaluated for verb production, verb conjugation, and subject–verb agreement. Results show that as compared with divergent questions, contingent questions (i) help students produce significantly more conjugated verbs and more accurate subject/verb agreement, and (ii) significantly reduce the temptation to rely on translation software.
