الفهرس 
Effects of role play on developmental stages in the acquisition of english questions by Egyptian children
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Abstract
The present study examines the effect of interaction in the form of role play and pair-work activities on 7-8 year old Egyptian children{u2019}s acquisition of English questions in particular thedevelopmental stage children would reach as a result of engagingininteraction in the L2 classroom. Interaction was chosen as it was found that young L2 learners face a difficulty formulating correct, well-structured questions in English. A number of second language acquisition theoretical concepts play an integral role in this study, such as Pienemann{u2019}s taxonomy of the developmental sequences of question formation, the input hypothesis, the output hypothesis, interaction hypothesis, andthe role of peer feedback in promoting acquisition. Sixty three young learners at a private English school in Egypt participated in this study and were divided into two groups: the experimental group and the control group. The study employed an experimental design. Throughout the study, the experimental group received a treatmentin the form of interactionthat consisted of role play and pair-work activities,which provided opportunities for producing output and feedback mainly from the learners{u2019} peers and to a lesser extent from the teacher.The teacher was a facilitator in the experimental group. The typical instruction offered at the school was provided to the control group. The experiment lasted for eight weeks.There were a pre-test and a post-test to measure the effect of the treatment. The pre- and posttests were audiotaped and transcribed and then the T-test was used to compare the obtained data and answer the main research question and its sub-questions