Jiang, Jingli and Sharpling, Gerard (2016) A survey of teacher-generated reading comprehension questions the case of a district-wide training course in Beijing. English Language Teacher Education and Development , 19 . pp. 32-44. ISSN 1365-3741.

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Abstract

In secondary schools in China, students generally rely on course books to access reading materials. However, anecdotal evidence suggests that some questions in text books do not appear to be very effective, so teachers find themselves either improving on the original questions or developing alternative ones. Teachers also find themselves searching for reading passages in order to supplement course books, using these as the basis for creating further comprehension tasks. In order to promote the professional development of English teachers in secondary schools, the Beijing Education Committee carried out a one-year teacher training programme in 2013, which covered, amongst a range of topics, the setting of appropriate reading comprehension questions. The teachers’ development was evaluated at the end of the programme by means of a survey (see Appendix 2) which asked participants to design reading comprehension tasks based on a given. The first author of this paper was involved in the training, and the later issuing and analysis of the survey. The second author was the project supervisor. This study aims to analyse a representative sample of these reading
comprehension tasks to identify what kind of questions were asked.

Item Type:	Journal Article
Subjects:	L Education > L Education (General) L Education > LG Individual institutions (Asia. Africa) P Language and Literature > PE English
Divisions:	Faculty of Social Sciences > Centre for Applied Linguistics
Library of Congress Subject Headings (LCSH):	English language -- Study and teaching -- High Schools -- China, Reading comprehension, English teachers -- Training of
Journal or Publication Title:	English Language Teacher Education and Development
Publisher:	Centre for Applied Linguistics, University of Warwick
ISSN:	1365-3741
Official Date:	12 July 2016
Dates:	Date Event 12 July 2016 Published April 2016 Accepted
Volume:	19
Page Range:	pp. 32-44
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Open Access (Creative Commons)
Date of first compliant deposit:	13 July 2016
Date of first compliant Open Access:	4 August 2016
Related URLs:	Publisher
Open Access Version:	Publisher

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