An integration of questions in the teaching of L2 is strongly supported in educational arguments. However, the nature of the constructs that underlie these questions in order to ensure mutual understanding is not defined. Many assessments of learners have shown that learners provide answers which are considered correct but not the appropriate one to the question posed by the teacher. This paper investigates the construct that underlies an assessment which ensures the mutual understanding of a learner and the teacher in an L2 classroom. Corpus for this study is drawn from Nigerian high school learners of English.
Affiong Clement Isok, Akwa Ibom State College of Education, Nigeria
Stream: Language education
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