A PROPOSED MODEL FOR QUESTION GENERATION INSTRUCTION IN READING COMPREHENSION

Abstract

The process of student question generation has been determined to be an important cognitive research strategy. It plays an essential role in independent learning. Especially, in reading comprehension, stimulating students to ask questions may increase their involvement in the text, which may improve their understanding. There is ample empirical evidence that students are able to ask good questions when they are well-trained in question generation. However, selecting a good model for question generation training has confused many teachers. Therefore, the article proposes the TeachQuest model by Ciardiello and a lesson plan for question generation training The TeachQuest describes the teacher as the main agent, who structures the questioning training through direct instruction, modelling, reinforcement, and follow-up practice. The TeachQuest occurs in three separate but related stages. It follows the sequence of identifying, classifying, and constructing questions. The students of the lesson are first year English major students at the School of Foreign Languages (SFL). They are ranked at pre-intermediate level of English language proficiency. The author hopes that this model will be successfully applied to reading comprehension instruction at Thai Nguyen University.