PUB TYPE Reports- Research/Technical (143)-- Dissertations /Theses- Master Theses (042)

A study examined studen responses to teacher-initiated questions in classrooms of English as a Second Language (ESL) and English as a Foreign Language (EFL). The study focused specifically on the similarities and differences in the questions asked by native-speaking (NS) teachers of ESL and by non-native-speaking (NNS) teachers of EFL, and to assess the relationship between teachers ' question types and students' responses. Results suggee.1-. that: (1) the power of wh-questions is strong, triggering long and more syntactically complex utterances than yes/no questions; (2) teachers should note that higher-level cognitive questions might increase the length and syntactic complexity of students speech; (3) NNS teachers may paraphrase questions in more cases, but not simply repeat them with one turn when students have difficulty answering; (4) in sc a contexts