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wer is already known bythemselves but still asked in order to check whether students can speak out the answeror know the information better. Referential questions are questions whose answer isnot already known by the teacher. Such questions may require interpretations andjudgments on the answerer. The purpose of asking referential questions is to allowstudents to express their own opinions and exchange information (Ellis, 1994;Thompson, 1997; Thombury, 1996; Richards & Lockhart, 1996). Referentialquestions elicit “lengthy, often complex responses” (Ho, 2005, p. 298). Referentialquestions have no one specific answer, and therefore are used to investigate genuinecommunication. Posing referential questions makes any discourse in the classroommore natural, since in real life we do not have any need to ask questions to which wealready know the answer, and therefore refrain from doing so (Long & Sato, 1983;Lynch, 1991). Asking students referential questions, will increase their participationand enable them to think outside the often limited scope of the text. As Nunan (1989,p. 30) suggests, “it is not inconceivable that the effort involved in answeringreferential questions prompts a greater effort and depth of processing on the part of the learner”. In addition, rather than reading the text passively, a good questionrequires the student to process the text actively and reassemble it in terms meaningfulto him or her (Ellis, 1993).
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2.2 Two Main Theoretical Clues of Researches on Referential Questions
Referential questions have been studied from two main theoreticalperspectives— interactionist SLA theory and constructivism. Underlying interactionist theories of SLA (e.g., Long, 1996; Pica, 1994; Varonis& Gass, 1985) is the central role of comprehensible input in language acquisition.This focus stems from the work of Krashen (1985), who suggests that, “humansacquire language in only one way — by understanding messages, or by receiving‘comprehensible input’. We move from i, our current level, to i + 1, the next levelalong the natural order, by understanding input containing i + 1” (p. 2). Interactionisttheorists are concerned with the ways that modifications made by speakers duringnegotiation of meaning episodes render input comprehensible. Pica (1994) describesnegotiation of meaning sequences as “a process in which a listener requests messageclarification and confirmation and a speaker follows up these requests, often throughrepeating, elaborating, or simplifying the original message” (p. 498). Modificationsare important because they activate internal processes that allow learners to noticeinput that is developmentally appropriate. These components are highlighted inLong’s (1996) Interaction Hypothesis, which suggests:Negotiation, and especially negotiation work that triggers interactional adjustments by the NS(Native Speaker) or more competent interlocutor, facilitates acquisition because it connectsinput, internal learner capabilities, particularly selective attention, and output in productiveways (p. 451).
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Chapter Three Methodology .......16
3.1 Research Questions......16
3.2 Participants.......16
3.3 Research Instruments .........20
3.3.1 Questionnaires.....20
3.3.2 Interview. ......20
3.3.3 Classroom Observation.........21
3.4 Research Procedures ....16
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