Analysing the influence of reading goals and contextualization on question generation about scientific texts

Analysing the influence of reading goals and contextualization on question generation about scientific texts. This paper presents the results of two empirical studies, which were designed to analyse the influence of reading goals on question asking on scientific texts. According to the framework that relates questions to obstacles, given the same textual input one would expect different obstacles, and therefore different questions, depending on the immediate representation goal. Results confirmed the influence of goals on questioning and evidenced text characteristics as a moderator variable of that relationship.