Chapter 14. Development of English question formation in the EFL context of China
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Huifang (Lydia) Li
Abstract
This experimental classroom study investigates the effects of two feedback types on English question formation. Ninety Chinese learners were randomly assigned to either one of two experimental groups (recasts or prompts) or the control group. Between the pre- and posttests, the learners in the experimental groups received the assigned type of feedback that addressed their production of questions during task-based interaction. The effects of the feedback were measured by calculating whether there was an increase in production frequency of targeted question types. The results showed that (1) neither feedback type was effective in increasing the learners’ production of Stage-5 questions, and (2) both feedback types were valuable in improving the learners’ production of accurate questions, but recasts yielded a larger effect than prompts. These findings provide further evidence of feedback usefulness in L2 learning and shed light on English question formation via the pedagogical tool of corrective feedback.
Abstract
This experimental classroom study investigates the effects of two feedback types on English question formation. Ninety Chinese learners were randomly assigned to either one of two experimental groups (recasts or prompts) or the control group. Between the pre- and posttests, the learners in the experimental groups received the assigned type of feedback that addressed their production of questions during task-based interaction. The effects of the feedback were measured by calculating whether there was an increase in production frequency of targeted question types. The results showed that (1) neither feedback type was effective in increasing the learners’ production of Stage-5 questions, and (2) both feedback types were valuable in improving the learners’ production of accurate questions, but recasts yielded a larger effect than prompts. These findings provide further evidence of feedback usefulness in L2 learning and shed light on English question formation via the pedagogical tool of corrective feedback.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements ix
- Chapter 1. Contextualising issues in Processability Theory 1
-
Section 1. Language production and comprehension processes
- Chapter 2. Towards an integrated model of grammatical encoding and decoding in SLA 13
- Chapter 3. Productive and receptive processes in PT 49
- Chapter 4. Is morpho-syntactic decoding governed by Processability Theory? 73
-
Section 2. Language acquisition features across typological boundaries
- Chapter 5. Case within the phrasal procedure stage 105
- Chapter 6. Developing morpho-syntax in non-configurational languages 131
-
Section 3. Language use and developmental trajectories
- Chapter 7. Using the Multiplicity framework to reposition and reframe the Hypothesis Space 157
- Chapter 8. Processability Theory as a tool in the study of a heritage speaker of Norwegian 185
- Chapter 9. Discourse-pragmatic conditions for Object topicalisation structures in early L2 Chinese 207
- Chapter 10. Modelling relative clauses in Processability Theory and Lexical-Functional Grammar 231
- Chapter 11. Early development and relative clause constructions in English as a second language 255
-
Section 4. Language learning and teaching issues in relation to classroom and assessment contexts
- Chapter 12. Exploiting the potential of tasks for targeted language learning in the EFL classroom 285
- Chapter 13. Teaching the German case system 301
- Chapter 14. Development of English question formation in the EFL context of China 327
- Chapter 15. Can print literacy impact upon learning to speak Standard Australian English? 349
- Chapter 16. The role of grammatical development in oral assessment 371
- Chapter 17. How does PT’s view of acquisition relate to the challenge of widening perspectives on SLA? 391
- Index 399
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements ix
- Chapter 1. Contextualising issues in Processability Theory 1
-
Section 1. Language production and comprehension processes
- Chapter 2. Towards an integrated model of grammatical encoding and decoding in SLA 13
- Chapter 3. Productive and receptive processes in PT 49
- Chapter 4. Is morpho-syntactic decoding governed by Processability Theory? 73
-
Section 2. Language acquisition features across typological boundaries
- Chapter 5. Case within the phrasal procedure stage 105
- Chapter 6. Developing morpho-syntax in non-configurational languages 131
-
Section 3. Language use and developmental trajectories
- Chapter 7. Using the Multiplicity framework to reposition and reframe the Hypothesis Space 157
- Chapter 8. Processability Theory as a tool in the study of a heritage speaker of Norwegian 185
- Chapter 9. Discourse-pragmatic conditions for Object topicalisation structures in early L2 Chinese 207
- Chapter 10. Modelling relative clauses in Processability Theory and Lexical-Functional Grammar 231
- Chapter 11. Early development and relative clause constructions in English as a second language 255
-
Section 4. Language learning and teaching issues in relation to classroom and assessment contexts
- Chapter 12. Exploiting the potential of tasks for targeted language learning in the EFL classroom 285
- Chapter 13. Teaching the German case system 301
- Chapter 14. Development of English question formation in the EFL context of China 327
- Chapter 15. Can print literacy impact upon learning to speak Standard Australian English? 349
- Chapter 16. The role of grammatical development in oral assessment 371
- Chapter 17. How does PT’s view of acquisition relate to the challenge of widening perspectives on SLA? 391
- Index 399
