PROPOSING PRINCIPLES OF QUESTIONING IN WRITING TEACHING TO HIGH SCHOOL STUDENTS BASED ON THEORY OF LANGUAGE ACQUISITION

DOI: 10.18173/2354-1075.2025-0031

Abstract

Based on the theory of language acquisition and issues about questioning in writing teaching for high school students, the paper aims to propose principles of effective questioning in writing teaching. Grounded in specific foundations, the article affirms that the theory of language acquisition can effectively apply principles for questioning in writing teaching for high school students. Along with the on-site survey, we have identified a number of current situations regarding questioning in writing teaching today, such as lack of connection with students' background knowledge, misalignment with local socio-cultural conditions, and the absence of predictable results. Identifying the difficulties that teachers and students are facing, as well as the serious consequences, has positive impacts on the quality of education. The article offers suggestions on how to formulate questions that enhance the writing teaching effectiveness, promote active teaching and learning activities in the classroom, and contribute to improve the quality of education in general and the quality of writing teaching activities in particular.