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1、学校代码10125专业代码050211山西财经大学 硕 士 学 位 论 文大学英语教师课堂提问模式的研究姓名田洁 专业外国语言学及应用语言学 研究方向 指导教师英 语 教 学 潘 秀 琴二零一三年 三月 三日University Code10125Major Code 050211Shanxi University of Finance at the same time, it is a vital teachingtechnique to promote students language ability of expression. Thus classroom questioning h
2、assignificant effect on common teaching activities. Nevertheless, the domestic research aroundclassroom questioning started relatively late, and it is till the late 90s that there were fewempirical studies were conducted by researchers on this topic; however, most of these studiesfocused on ways and
3、 behaviors of the teacher questioning, and very few of them paid attentionto the evaluation of classroom questioning from both teachers and students as well as studentsexpectations on classroom questioning.Based on output hypothesis of Swain, input hypothesis of Krashenas as well as interactionhypot
4、hesis of Long, this thesis investigates classroom questioning in terms of types ofquestions, strategies, wait time and feedbacks through methods such as classroom observation,questionnaires and interviews, etc. In addition, it tentatively analyses teachers and studentsevaluations on questioning ways
5、 as well as students expectations on classroom questioning. Inthis research, a total of 237 non English major students in the grade 2010 and six Englishteachers of Shanxi University of Finance however, students expect more to answer referentialquestions; 2) in terms of contents of questioning, teach
6、ers are likely to emphasize onvocabularies and the comprehension of lessons, while students expect that the questions askedhave connection with their own life experience; 3) on questioning strategies, teachers intend touse prompting and repetition questions to draw students answers, which has also b
7、eenrecognized by students; 4) teachers like to specify the students to answer questions orsometimes guide them to answer in chorus, whereas students are able to get the answersiwithout help; 5) generally teachers give four to ten seconds before students answer the question,same to students expectati
8、ons towards it; 6) teachers normally give positive feedbacks tostudents, while most students hope to get more detailed instructions; 7) classroom questioningplays a significant role to both teachers and students and it is one of the key bonds forteacher-student interaction in the classroom.The autho
9、r provides some suggestions on helping offer valuable information andreferences for related fields of English language teaching; therefore, better encouraging theinteraction and communication in class and improving English language teaching quality.Key words: Classroom questioning; Display questions
10、; Referential questions;Questioning strategies; wait-time; English language teaching qualityii摘要课堂提问是目前教师在英语课堂教学中最常用且最有效的教学方法之一，是教师和学生进行互动学习的纽带，同时也是教师用提问的方式刺激学生进行语言表达和输出的一种重要手段，在日常的教学活动中发挥着十分重要的作用。然而这项研究直到 90 年代末在国内才有此领域的实证性研究，但这些研究更偏重于教师提问方式及行为的研究，极少探讨教师和学生对提问方式的评价及学生对提问的期待程度。鉴于此，本文是在 Krashen、Swain
11、 和 Long 三人研究的基础上，通过他们所得到的输入和输出假设理论及交互假设理论的引用，以课堂观察、问卷调查和访谈等方式对课堂提问的类型、策略、等待时间、反馈等进行研究，同时也试探性的分析了师生之间对提问方式的评价和学生对提问方式的期待。本文选取山西财经大学 6 位大学英语教师及他们所教的 2010 级非英语专业的 237 名学生为研究对象。研究者作为非课堂参与者进行为期两个月共 30 节的课堂观察，每位教师 4 节到 6 节，对每节课进行课堂录音并在录音完成后用文字转述的方式记录下来。同时对 6 位教师中的的 4 位进行了访谈，并分别对237 名学生以及 25 位大学英语教师进行问卷调查。
12、通过实证数据的定量分析，调查发现：（1）教师提出的展示性问题远远超过参考性问题，但学生更希望回答参考性问题；（2）提问内容方面，教师侧重于词汇以及课文的理解，而学生更希望教师能够结合自身的生活经验进行提问；（3）提问策略方面，教师通过提示学生和重复问题来引导学生给出答案，同样这类策略也被学生认可；（4）教师指定学生回答或自问自答，有时也引导学生集体回答，然而学生更希望自愿回答；（5）通常教师给出 4 到 10 秒的等待时间，这也是学生所期望的；（6）对于学生的回答，教师通常给予积极反馈，但学生希望得到更多指导；（7）课堂提问对于师生都很重要，是师生之间良好互动的纽带。作者在本文的最后提出了一些
13、建议，希望本文的研究能够为英语教学相关领域提供一定的信息和参考依据，能够更好地促进师生之间在课堂中的互动，提高英语课堂教学质量。关键词：课堂提问；展示性问题；参考性问题；提问策略；等待时间；课堂教学质量iiiList of tablesTable 1: The six English teachers information involved in the SurveyTable 2: Time schedule for class observationTable 3: Teachers question types under classroom observationTable 4: Q
14、uestion types of teachers and students by questionnaireTable 5: Details of Teacher s questions observed in classroomTable 6: Details of teachers questions through questionnairesTable 7: Strategies of asking questions used by teachersTable 8: The distribution of teachers questionsTable 9: The distrib
15、ution of question waysTable 10: Waiting timeTable 11: The average time of waiting in questioning processTable 12: The use of positive feedback under different circumstances and situationsTable 13: Teachers self-assessment of the benefits of their questioningTable 14: Students feedback under the help of questioning in English classroomTable 15: Elements in the process of classroom questioningivContentsAbstract (English) . iAbstract (Chinese) . iiiList of tables .
