Target Language Output Related to Target Language Questioning Strategies

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BersteinCristina_paper.pdf (813.2 KB)

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http://hdl.handle.net/11603/10968

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Goucher College Master of Education

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2018-07

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action research papers
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Masters of Education

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This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
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Education -- Research papers (Graduate).

Abstract

This study seeks to determine a relationship between the use of target language questioning strategies in the foreign language classroom and target language response. The null hypothesis states that there will be no relationship between target language questioning responses and target language response. The alternate hypothesis states that there will be a higher number of target language responses given to questions asked using the target language. Participants were enrolled in Spanish 2 during the 2017-2018 academic school year and randomly assigned to a treatment or control group. The treatment group received a target language questioning strategy, whereas the control group was simply questioned using the native language. Data collection occurred during individual teacher with student questioning activities, during which time their responses were tallied according to language used to respond. Information was then transferred into tables. The treatment group had a higher number of target language responses, with a mean of 27 total. The control group had a higher number of native language responses, with a mean of 27 total.