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1、湖南大学 硕士学位论文 大学英语教师课堂提问研究 姓名：何苗 申请学位级别：硕士 专业：外国语言学及应用语言学 指导教师：章晋新 20070425 大学英语教师课堂提问研究 II 摘 要 课堂提问是课堂教学中教师用提问的方式来刺激学生言语反应的一个重要手 段，是师生进行互动活动的主要形式之一，在课堂教学中发挥着十分重要的作用。 国内外对教师课堂的提问的研究大多集中在特征的描述上。然而，国内从大学英 语教师课堂提问和学生对教师提问的期待方面做过的相关研究较少。 鉴于此，本文以社会互动理论和社会建构主义模式为理论基石，通过课堂观 察、 问卷调查和访谈对大学英语教师课堂提问和学生对教师提问的期待进行
2、研究。 本文的研究对象为湖南大学十位大学英语教师以及他们所教的 2005 级十个非英 语专业班级的 302 名学生。研究者作为非课堂参与者听课 40 节，每个教师 4 节， 共 1800 分钟，听课的整个过程进行录音并用文字记录。从提问类型、回答方式、 提问策略、提问分配、等候时间和反馈方式来分析每一位教师的两节课（90 分钟） 中的提问。在听课之后，对这十个班级的学生进行问卷调查，并对十个学生进行 访谈，作为问卷调查的补充，旨在更深入地了解学生对教师提问的期待和需求。 对教师的访谈旨在了解他们在课堂上提问行为背后的原因。 本文主要运用了描述定性分析和定量分析。通过实证数据的定量分析，得出 以
3、下发现：1) 在多数大学英语教师的课堂中，展示型问题多于参阅型问题，wh 问题多于 yes/no 问题，课文内容问题也多于真实型问题。但是学生期待教师多问 参阅型问题和真实型问题。2) 在回答方式方面，教师最喜欢学生自愿回答问题， 这也是学生最为喜欢的方式。3) 教师使用得比较多的提问策略为提示，学生希望 教师能够多使用分解问题这一策略。 4) 教师一般倾向对坐在前面和中间的学生提 问。学生期待教师公平地对待所有的学生，在提问时要注意坐在后面或角落里的 学生。 5) 教师提问后的等候时间一般不足 3 秒， 学生希望教师能够延长等候时间， 使他们能够更充分地思考问题。 6) 教师一般能给学生积极
4、反馈， 但较简单， 机械， 很少直接给出消极反馈。学生也希望教师多给予积极反馈，并期待教师提供更为 详细的解释和评论。根据调查分析结果，笔者探讨了大学英语教师较为有效的提 问方式。教师应该多提出参阅型问题，wh 问题和真实型问题，能够把握每一种问 题的合理的比例，以调动学生的积极性和增多学生的口语产出；让学生自愿回答 问题，同时也考虑其他学生的答题需求；提问时公平地对待每一个学生，尤其是 要考虑到坐在教室后面和角落里的学生；提问之后给予学生更多的等候时间，使 用有效恰当的提问策略和反馈技巧，对学生的回答给予详细的解释和评价。 在大学英语课堂上，教师的提问还存在一些不足。因此，笔者在本文中对在
5、教学理论和教学实践方面对教师发展提出了一些建设性建议。希望教师能更加有 硕士学位论文 III 效地提问，改进学生的语言产出和课堂英语学习，更好地促进大学英语课堂中的 师生互动，提高大学英语课堂教学效果。 关键词：教师提问；提问类型；学生期待；建议 大学英语教师课堂提问研究 IV Abstract Classroom questioning, an important means which teachers apply to stimulate students language output, is one of the main patterns for teacher-student i
6、nteraction and plays a very important role in classroom teaching. The researches on the teachers classroom questioning mainly focus on the description of the teachers questioning characteristics both at home and abroad. However, there are relatively few studies on college English teachers questionin
7、g and students expectation towards it in China. Therefore, based on the social interactionism and the social constructive approach, this thesis investigates the college English teachers classroom questioning and the students expectation towards teacher questioning through the classroom observation,
8、questionnaires and interviews. The subjects of the study are ten college English teachers and their 302 students from ten non-English major classes in Hunan University. The researcher, as a non-participant observer, listened to 40 periods (1800 minutes), with each teacher 4 periods. The researcher r
9、ecorded all the periods and took field notes when observing the lessons. This thesis analyzes each teachers questioning in two periods (90 minutes) from the aspects of types of questions, the way questions answered, questioning strategies, question distribution, wait time and feedback. The ten class
10、es of students filled in the questionnaires after the researcher listened to teachers classes. Used as the makeup of the questionnaire, the interviews with ten students were conducted in order to understand the students expectation and needs for the teacher questioning. The interviews with teachers
11、were designed to find out the reasons for their questioning behavior in class. This thesis mainly adopts descriptive qualitative analysis and quantitative analysis. Through the analysis of the empirical data, the present study has the following findings: 1) In the majority of the teachers classes, t
12、here are more display questions than referential questions; more wh-questions than yes/no questions and more text questions than real questions. However, the students expect that teachers ask more referential and real questions. 2) In the respect of the way questions answered, teachers like voluntee
13、rs answering questions most, which is also the way students prefer. 3) The questioning strategy which teachers apply most is the prompting, but students expect teachers to use technique of decomposition more frequently. 4) Teachers usually tend to ask questions to the students sitting in the front 硕
14、士学位论文 V or middle of the classroom. Students expect that teachers treat all the students impartially and pay more attention to the students in the corner or at the back when raising questions. 5) Teachers wait time after asking questions is usually less than 3 seconds. Students expect teachers to pr
15、olong wait time in order that they can think about the question to a full extent. 6) Teachers usually offer students positive feedback, which is simple and mechanical, and they seldom offer explicit negative feedback. Students also expect that teachers give more positive feedback, with detailed expl
16、anation and comments. Having based on the results of the study, the researcher discusses the effective ways of college English teachers classroom questioning. Teachers need to raise more referential questions, wh-questions and real questions and keep an appropriate proportion of each kind of question to arouse students enthusiasm and increase students oral production; They may ask volunteers to answer questio
