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QUESTIONS IN LANGUAGE LEARNING AND TEACHING:

SELECTED REFERENCES

(Last updated 2 December 2020)

Andre, T. (1979). Does answering higher-level questions while reading facilitate productive learning? Review of Educational Research, 49(2), 280-318.

Banbrook, L., & Skehan, P. (1990). Classrooms and display questions. In. C. Brumfit & R. Mitchell (Eds.), Research in the language classroom (pp. 141-152). Hong Kong, China: Modern English Publications and the British Council.

Basturkmen, H. (2001). Descriptions of spoken language for higher level learners: The example of questioning. ELT Journal, 55(1), 4-13. 

Bateman, W. (1990). Open to question: The art of teaching and learning by inquiry. San Francisco, CA: Jossey-Bass.

Boyd, E., & Heritage, J. (2006). Taking the patient's medical history: Questioning during comprehensive history taking. In J. Heritage & D. Maynard (Eds.), Communication in medical care: Interactions between primary care physicians and patients (pp. 151-184). Cambridge, UK: Cambridge University Press.

Brock, C. (1986). The effect of referential questions on ESL classroom discourse. TESOL Quarterly, 20(1), 47-59. doi: 10.2307/3586388.

Bulgren, J. A., Lenz, B. K., Deshler, D. D., & Schumaker, J. B. (2001). The question exploration routine. Lawrence, KS: Edge Enterprises.

Cameron, D., McAlinden, F., & O'Leary, K. (1988).  Lakoff in context: The social and linguistic function of tag questions. In J. Coates & D. Cameron (eds.), Women in their speech communities: New perspectives on language and sex (pp. 74-93). London, UK: Longman.

Carspecken, P. F. (1999). Four scenes for posing the question of meaning and other explorations in critical philosophy and critical methodology. New York, NY: Peter Lang.

Daurio, P. (2019). Let me ask: Yes/no questions. In J. Vorholt (Ed.), New ways in teaching speaking (2nd ed.) (pp. 94-95). Alexandria, VA: TESOL Press.

David, O. F. (2007). Teacher's questioning behavior and ESL classroom interaction pattern. Humanity and Social Sciences Journal, 2(2), 127-131.

de Ruiter, J. P. (Ed.). (2012). Questions: Formal, functional and interactional perspectives (Vol. 12). Cambridge, UK: Cambridge University Press.

Dillon, J. T. (1988). Questioning and teaching: A manual of practice. New York, NY: Teachers College Press.

Dubois, B. L. & Crouch, I. (1976). The question of tag questions in women’s spech: They don’t really use more of them, do they? Language in Society, 4(3), 289-294.

Enfield, N. J., Brown, P., & de Ruiter, J. (2012). Epistemic dimensions of polar questions: Sentence-final particles in comparative perspective. In J. P. de Ruiter (Ed.), Questions: Formal, functional and interactional perspectives (pp. 193–221). New York, NY: Cambridge University Press.

Freed, A. F., & Ehrlich, S. (Eds.) (2010). “Why do you ask?” The function of questions in institutional discourse. New York, NY: Oxford University Press.

Freedman, R. L. H. (1994). Open-ended questioning: A handbook for educators. Menlo Park, CA: Addison-Wesley.

Gall, M. (1970). The use of questions in teaching, Review of Educational Research, 40(5), 707-721.

Gall, M. (1984). Synthesis of research on teacher questioning. Educational Leadership, 42(3), 40-47.

Giacomini, J. (2019). Tag question collection. In J. Vorholt (Ed.), New ways in teaching speaking (2nd ed.) (pp. 96-97). Alexandria, VA: TESOL Press.

Gorin, J. S. (2005). Manipulating processing difficulty of reading comprehension questions: The feasibility of verbal item generation. Journal of Educational Measurement, 42(4), 351–373.

Guedat-Bittighoffer, D. (2018). L'approche neurolinguistique (ANL): Foire aux questions. The Canadian Modern Language Review, 74(1), 196-198.

Felix, S. (1980). Cognition and language development: A German child’s acquisition of question words. Studies in Language Acquisition, 91-109.

Hauser, E. (2008). Nonformal institutional interaction in a conversation club: Conversation partners’ questions. Journal of Applied Linguistics, 5(3), 275–295.

Heritage, J. (2010). Questioning in medicine. In A. F. Freed & S. Ehrlich (Eds.), “Why do you ask?” The functions of questions in institutional discourse (pp. 42-68). Oxford, UK: Oxford University Press.

Heritage, J. & Raymond, G. (2112). Navigating epistemic landscapes: Acquiescence, agency and resistance in response to polar questions. In J-P. De Ruiter (Ed.), Questions: Formal, functional and interactional perspectives. Cambridge, UK: Cambridge University Press.

Heritage, J., & Robinson, J. D. (2006). The structure of patients’ presenting concerns: Physicians’ opening questions. Health Communication, 19(2), 89–102.

Ho, D. G. E. (2005). Why do teachers ask the questions they ask? RELC Journal, 36(3), 297-310.

Jones, M. L., & Quigley, S. P. (1979). The acquisition of question formation in spoken English and American Sign Language by two hearing children of deaf parents. journal of Speech and Hearing Disorders, 44(2), 196-208.

Kasper, G. & Ross, S.J. (2007). Multiple questions in oral proficiency interviews. Journal of Pragmatics, 39, 2045-2070.

Kasulis, T. (1986). Questioning. In M. M. Gilette (Ed.), The art and craft of teaching. Cambridge, MA: Harvard University Press.

Kim, Y. (2013). Effects of pretask modeling on attention to form and question development. TESOL Quarterly, 47(1), 8-35.

Kimps, D. (2018). Tag questions in conversation: A typology of their interactional and stance meanings. Philadelphia, PA: John Benjamins Publishing Company.

Koshik, I. (2002). A conversation analytic study of yes/no questions which convey reversed polarity assertions. Journal of Pragmatics, 34(12), 1851-1877. doi: 10.1016/S0378-2166(02)00057-7

Koshik, I. (2005). Alternative questions used in conversational repair. Discourse Studies, 7(2), 193-212. doi: 10.1177/1461445605050366

Koshik, I. (2005). Beyond rhetorical questions. Amsterdam, The Netherlands: John Benjamins.

Koshik, I. (2010). Questions that convey information in teacher-student conferences. In. A. Freed & S. Ehrlich (Eds.), “Why do you ask?” The function of questions in institutional discourse (pp. 159-186). Oxford, UK: Oxford University Press.

Lee, Y.-A. (2006). Respecifying display questions: Interactional resources for language teaching. TESOL Quarterly, 40(4), 691-713. doi: 10.2307/40264304

Lin, C. (2017). Inviting diverse participation: The role of student-generated questions in classroom collaborative inquiry. NYS TESOL Journal, 4(2), 66-77.

Long, M. H., & Sato, C. J. (1983). Classroom foreigner talk discourse: Forms and functions in teachers’ questions. In H. W. Seliger & M. H. Long (Eds.), Classroom oriented research in second language acquisition (pp. 268-285). Cambridge, MA: Newbury House.

Mackey, A. (1999). Input, interaction, and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21(4), 557-589.

Markee, N. (1995). Teachers’ answers to students’ questions: Problematizing the issue of meaning making. Issues in Applied Linguistics, 6(2), 63–92.

McDonald, K. (2019). Following up with follow-up questions. In J. Vorholt (Ed.), New ways in teaching speaking (2nd ed.) (pp. 89-91). Alexandria, VA: TESOL Press.

McDonough, K. (2005). Identifying the impact of negative feedback and learners’ resonses on ESL question development. Studies in Second Language Acquisition, 27, 79-103. doi: 10.1017/S0272263105050047

Margutti, P. (2006). Are you human beings? Order and knowledge construction through questioning in primary classroom interaction. Linguistics and Education, an International Research Journal, 17(4), 313- 346. doi: 1016/j.linged2006.12.002.

Mehan, H. (1979). “What time is it Denise?” Asking known information questions in classroom discourse. Theory Into Practice, 18(4), (285-294). doi: 10.1080/00405847909542846

Menke, D. J., & Pressley, M. (1994). Elaborative interrogation: Using" why" questions to enhance the learning from text. Journal of Reading, 37(8), 642-645.

Myers, C. L. (1994). Question-based discourse in science labs: Issues for ITAs. In C. Madden & C. L. Myers (Eds.), Discourse and performance of international teaching assistants (pp. 83-103). Alexandria, VA: TESOL Inc.

Nguyễn, A. T. T., & Đào, Đ. M. (2018). The acquisition of question intonation by Vietnamese learners of English. Asian-Pacific Journal of Second and Foreign Language Education, 3(1),

Nunn, R. (1999). The purpose of language teachers’ questions. International Review of Applied Linguistics, 37(1), 23-42. doi:10.1515/iral.1999.37.1.23

Pressley, M., Snyder, B. L., Levin, J. R., Murray, H. G., & Ghatala, E. S. (1987). Perceived readiness for examination performance (PREP) produced by initial reading of text and text containing adjunct questions. Reading Research Quarterly, 219-236.

Raymond, G. (2003). Grammar and social organization: Yes/no interrogatives and the structure of responding. American Sociological Review, 68(12), 939-967. doi: 10.2307/1519752

Raymond, G. (2010). Grammar and social relations: Alternative forms of yes-no-type initiating actions in health visitor interactions. In A. F. Freed & S. Ehrlich (Eds.), “Why do you ask?” The function of questions in institutional discourse (pp. 87-107). Oxford, UK: Oxford University Press.

Redfield, D. L., & Rousseau, E. W. (1981). A meta-analysis of experimental research on teacher questioning behavior. Review of Educational Research, 51(2), 237-245.

Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181-221.

Rowland, C. F., & Pine, J. M. (2000). Subject–auxiliary inversion errors and wh-question acquisition: ‘What children do know?’. Journal of Child Language, 27(01), 157-181.

Sanders, N. (1966). Classroom questions: What kinds? New York, NY: Harper & Row.

Shomoossi, N. (2004). The effects of teachers' questioning behavior on EFL classroom interaction: a classroom research study. The Reading Matrix, 4(2), 96-103.

Spada, N., & Lightbown, P. (1993). Instruction and the development of questions in L2 classrooms. Studies in Second Language Acquisition, 15(2), 205-224. doi: 10.1017/50272263100011967.

Stivers, T. (2010). An overview of the question-response system in American English conversation. Journal of Pragmatics, 42(10), 2772-2781. doi:10.1016/jl.pragma.2010.04.011

Thompson, J. (1997). Training teachers to ask questions. ELT Journal, 51(2), 99-105. doi: 10.1093/elt/51.2.99

Thompson, S. (1998). Why ask questions in a monologue? Language choices at work in scientific and linguistic talk (pp. 137-150). In S. Hunston (Ed.), Language at work. Clevedon, UK: Multilingual Matters.

Tottie, G., & Hoffmann, S. (2006). Tag questions in British and American English. Journal of English Linguistics, 34(4), 283-311.

Verplaetse, L. S. (2014). Using big questions to apprentice students into language-rich classroom practices. TESOL Quarterly, 48(3), 632-641.

Waring, H. Z. (2012). “Any questions?” Investigating the nature of understanding checks in the language classroom. TESOL Quarterly, 46, 722-752.

Wolf, D. (1987). The art of questioning. Academic Connection, 7(12), 2003.

Wright, C. (2013). An investigation of working memory effects on oral grammatical accuracy and fluency in producing questions in English. TESOL Quarterly, 47(2), 352-374.

Wu, K.-Y. (1993). Classroom interaction and teacher questions revisited. RELC Journal, 24(2), 49-68. doi: 10.1177/003368829302400203

Yang, R. C. (2010). Teacher's questions in second language classrooms: An investigation of three case studies. Asian EFL Journal, 12(1), 181-201.

Ying, X. (2011). The present situation of English teachers' questioning in senior middle school and positive strategies. Asia-Pacific Science and Culture Journal,1(3), 1-15.

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