UNIVERSIDADE ESTADUAL DO PIAUÍ

CAMPUS PROF. ALEXANDRE ALVES DE OLIVEIRA (PARNAÍBA)

LICENCIATURA EM LETRAS INGLÊS
DISCIPLINA – 2021.2 – READING II
PROFESSORA: GISELLE ANDRADE PEREIRA
ALUNO(A): WILLIAM MELO ARAUJO

Atividade de leitura e escrita (escrita de resenha do texto teórico) - AULA 12 -  Text:

Chapter 11 – Questioning. In: NUTTALL, Christine. Teaching Reading Skills in a
Foreign Language. Pages 181-191.

This chapter discusses some techniques and how questions can influence and enhance
learning in reading texts. The questions both help the teachers to identify errors and help the
students to develop their understanding. The form of the questions and the way they are used
is important, and students should try to answer them with their full effort, and teachers should
ask the students' reasons for answering in that way. Students should be stimulated not to
answer at random, but to think to answer and the teacher to evaluate their interpretations even
if it is different. And this is only possible if the room is prepared for students to tell their true
thoughts. Another part commented on in the chapter is that the students can turn to the text
again, because we are more concerned about developing their critical sense and making them
think and not about taking a memory test.
Another tool of opportunity to be used mentioned in the text is the multiple choice
questions, which the teacher can transform with several different approaches to promote
dialog and debate in the classroom. In this way the students feel stimulated to read, reread the
texts and the questions, and discuss exposing their ideas or doing it individually. Always
stimulating that everyone is involved and evaluating and directing the questions for better
understanding.
The topic of the text that talks about the purpose of the questions addresses that the
teacher has to keep in mind that the goal is to make the students open their eyes to the
meanings of language, understand their meanings and express them intelligently. According
to the purpose of the lesson, the planning of the texts and questions can change. The best
questions, as mentioned, are those that make students aware of their difficulties so that they
can ask for help or improve their skills themselves.
 The format of the questions is also important, for example to evaluate difficulty or
whether it will be an open-ended question, all according to the purpose of the activity,
whether it will be "yes" or "no" questions, alternative questions, and etc. The presentation of
the questions is crucial, whether it will be spoken or written. In speaking, the English
language student determines in his thoughts what language he will use, and in writing a more
formal one will appear, among several other types. And at the end the chapter tells who will
ask the questions, the teacher or the student. Usually it is the teacher who asks the questions,
but we should also give the students the opportunity to ask questions to the text to answer
them as well as to elaborate questions to their classmates, and this way they unlock a new
learning skill and they will be differentiated from the other students who don't do this. In
conclusion it is of great importance these topics and both teachers and students can go deeper
into the art of questions and develop their interpretation and language skills.