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The Learning Potential of Study Questions in TEFL Textbooks

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Working with Text and Around Text in Foreign Language Environments

Part of the book series: Second Language Learning and Teaching ((SLLT))

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Abstract

There is no denying that the construction of discipline-specific knowledge in most academic fields is principally based on working with text. Thus, developing a better understanding of the process of academic reading demands an investigation of not only the characteristics of academic texts but also of tasks used to stimulate readers’ comprehension and knowledge acquisition. Even though the general role of textbook questions as comprehension stimuli has been described and positively evaluated by researchers representing diverse disciplines (Davila & Talanquer, 2010; Jo & Bednarz, 2011; Pizzini, Shepardson, & Abell, 1992), the literature in the area does not provide adequate grounds for a comprehensive analysis of the quality of study questions incorporated into academic textbooks. This chapter deals with the problem of describing text-based study questions in terms of their cognitive depth since the use of such questions can contribute considerably to the development of inquiry skills and discipline-specific knowledge. The present chapter provides the results of an analysis of the end-of-chapter questions appearing in three textbooks used by English Philology students in Second Language Acquisition and English Language Didactics courses. The set of questions chosen for the study has been examined on the basis of the criteria concerning the role and cognitive depth of questions as established by Graesser and Person (1994). Some implications for academic reading instruction in L2/FL contexts have also been suggested.

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Authors and Affiliations

  1. Maria Curie-Sklodowska University, Lublin, Poland

    Anna Kiszczak

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  1. Anna Kiszczak
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Correspondence to Anna Kiszczak .

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Editors and Affiliations

  1. Maria Curie-Sklodowska University, Lublin, Poland

    Halina Chodkiewicz

  2. John Paul II Catholic University of Lubl, Lublin, Poland

    Piotr Steinbrich

  3. Maria Curie-Sklodowska University, Lublin, Poland

    Małgorzata Krzemińska-Adamek

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Kiszczak, A. (2016). The Learning Potential of Study Questions in TEFL Textbooks. In: Chodkiewicz, H., Steinbrich, P., Krzemińska-Adamek, M. (eds) Working with Text and Around Text in Foreign Language Environments. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-33272-7_4

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  • DOI: https://doi.org/10.1007/978-3-319-33272-7_4

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  • Online ISBN: 978-3-319-33272-7

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