The Power of Questions: A Study of Linguistic and Extra-Linguistic Factors in English Interrogatives
Abstract
This study investigated the combined effect of linguistic and extra-linguistic factors on Iraqi EFL learners' usage of English interrogatives. The research underlines how cultural, psychological, educational, social, and linguistic factors taken together affect learners' abilities to develop and employ English interrogatives effectively. The research consisted of two groups of Iraqi EFL students utilizing a quantitative design: an experimental group provided specific training on interrogative questions and a control group taught using traditional methods. Using a researcher-designed exam measuring their knowledge and application of English interrogatives, both groups were evaluated both pre-test/post-test design was used. Using an independent samples t-test, the findings showed a significant increase in the performance of the experimental group over the control group, therefore underlining the need of explicit grammar teaching. Particularly for complex and less-salient grammatical structures, the studies contribute to the mounting evidence in favor of explicit instruction. Pedagogical implications include utilizing explicit approaches in EFL curriculum to help students understand interrogatives.
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