AResearchaboutEffectiveQuestionofEnglishClassesatNo.3SeniorHighSchoolinTongren銅仁三中英語課堂有效提問的調查研究

1、本 科 畢 業(yè) 論 文a research about effective question of english classes at no. 3 senior high school in tongren院 系 外國語言文學系 專 業(yè) 英語 年 級 2010級 學 號 2010031068 姓 名 指導教師 貴州 銅仁2014年5月銅仁三中英語課堂有效提問的調查研究 table of contentsabstract(english)absract(chinese)i. introduction1ii. methodology22.1 instruments22.2 data analys

2、is32.2.1 the design of questionnaire32.2.2 data analysis of the questionnaire4iii. results and discussions63.1 discussion63.2 definitions of effective classroom questioning63.3 the influence factors of effective questioning73.3.1 the relevant factors of students83.3.2 the relevant factors of teacher

3、s83.3.3 the different layers of questions 9iv. conclusion10references11acknowledgements12 abstractit is a catalyst of success in one lesson for the valid classroom questioning, however, the teachers' questions have an certain affect on the quality of class teaching to some extent. therefore, tea

4、chers' questions should suit for the students' cognition and language level from all aspects, illuminate students mind and stimulate their interest in learning. promote students' language output and strengthen their expressive ability of language to improve the efficiency of student

5、s' study. this thesis from the view of second language acquisition，to explore teachers consciousness of effective questioning and utilize effective questioning strategies in the process of teaching at no.3 high school in tongren . the author investigated through questionnaire and interview. the

6、subjects got involved to 180 students and 6 teachers in the senior high school. the results show that most of the teachers ask questions randomly based on their experience, without systematic and scientific consciousness of effective questioning. this paper mainly discusses the effective classr

7、oom questioning strategies, and how to improve the quality of english teachers' classroom teaching.key words: effective classroom questioning; high school english: strategiesadvisors signature students signature 摘要有效的課堂提問是一節(jié)課成功的催化劑，在某種程度上教師的提問對課堂教學的質量有一定的影響。因此，教師的提問的問題要適合學生的認

8、知與語言水平，應涵蓋各個層次。所問問題要富于啟發(fā)性，能激發(fā)學生學習的興趣。促進學生的語言輸出和強化學生英語語言表達能力，最終提高學生的學習效率。作者以二語習得理論為依據，探索銅仁三中英語老師在教學過程中的提問意識，以及有效提問策略在課堂上的運用。作者主要以問卷和訪談的形式進行調查和分析，調查的對象包括高中年級的180名學生和6名英語教師。調查發(fā)現大部分教師憑經驗提問，缺乏系統(tǒng)科學的有效課堂提問意識。本文主要闡述有效課堂提問的策略，以及如何提高英語教師課堂教學的質量。關鍵詞：有效課堂提問 高中英語 策略指導老師簽名 學生簽名 a research about effective question

9、 in english classes of tongren no.3 senior high school i. introductionin the background of new curricula standard reform brought forward the new demand to teachers qualities. that is, the educators should change the traditional models of teaching, studying and educational ideas, in order to suit the

10、 demand of the new era and the new curricula, the teachers not only to enhance leading and organizing, but also to be able to create a better teaching and study environment for the students. therefore, design the teaching model, contents, and methods should based on the students as the center, when

11、the teachers organize a effective english teaching. in the activities of english classroom interaction, the effective classroom questioning play an indispensable role. which is one of the most important method in the effective class teaching.this paper is a case study, attempting to explore the curr

12、ent situation that the english teachers questioning at no.3 high school in tongren. hoping to find a effective way to cultivate the students interests in english learning, and enable them to achieve all-round improvement. as a result, on one hand, can make the teachers be aware of the importance of

13、effective classroom questioning, help them to teach english more efficiently. on the other hand, it can help the students to promote english learning. in addition, to develop their own learning methods, and make students learning more relaxed, the teachers teaching should be more successful and

14、 effective. this paper mainly attempts to solves the following questions: (1) whats the effective classroom questioning strategies ?(2) how to improve the quality of english teachers' classroom teaching through questioning?. methodology2.1 instruments in this experiment,

15、 the writer selected 180 students in different grade in the no.3 high school of tongren as sample. in addition, there are 6 english teachers were chosen randomly to interview.in this thesis, data collection will be conducted through questionnaire and interview. the questionnaires ask some about resp

16、ondents personal information in effective question. the students only choose the appropriate answer according to their individual views. here is the chart:table 1: questionnaire on effective question in english classes senior high school1.what do you think of the function of questioning and answerin

17、g in your english study?2. how often does your english question? 3. when your teacher asks a question, will you feel nervous?4. what do you think is the most effective questioning method?5 what is the frequency when you are asked to answer the teacher's question in an usual class? 6. what is the

18、 frequency when you hope to be asked in an english class?7. what about the difficulty rank when you are asked to answer a question?9. what is your opinion on a sudden nomination and questioning?10.how will your english teacher respond when you answer a questioning accurately?11.how do you want your

19、teacher to respond who you have answered the questioning accurately? 12. how does your english teacher often respond when you give a mistaken answer?table 2: interview on effective question in english classes senior high schooldo you know any questioning designs when you prepare your class?what kind

20、 of factors will be put into consideration when designing the questions?can you take this class as an example to explain what questions have you designed?how do you design the question to break through the emphases and the difficult points?what do you think of the function of class questions?what do

21、 you think are the most successful questions for this class?what questionings do you think are relatively successful for this class?have you ever found that your students keep silent when you give a questioning? what do you think is the reason why they keep silent?what kind of questions can most sti

22、mulate students interest and promote their english study according to your own experience?what do you usually do when your students can not answer your questions?what kind of questioning tactics do you use while questioning and why?what is your favorite questioning method? are you used to questionin

23、g only those who put up their hands and why?while questioning, will your tone, expressing and your actions have any effect on your students?have you ever encouraged students to put forward questions themselves? 2.2 data analysis2.2.1 the design of the questionnaireto ensure the data is reliability a

24、nd avoid misleading. all of the survey is chinese. the data of this thesis are two parts. one is the students questionnaire. which is designed rationally and particularly for students. the students who filled in the questionnaire were chosen randomly. there were 180 senior high school students of si

25、x classes and they were told the requirements of filling in the questionnaire. in fact,162 questionnaires were handed in. 6 questionnaires were invalid, only 156 students questionnaires is useful. the rate of validity reaches 88%.the other part of the data is the result of interview survey., the aut

26、hor, combined with classroom notes, made some informal communication with teachers based on the interview outline prepared beforehand, to know about hisher concept of class questioning, the related factors to affect the validity of class questioning and the use of questioning strategies.2.2.2 data a

27、nalysis of the questionnairestable 3:the validity of class questioning strategiest1t2t3t4t5t6prompting323563self-explaining544653probing234345redirecting182421162120total numbers283332303631"good learning starts with questions, not answers". guy claxton, professor in education and director

28、 of clio development university of bristol. the table shows that some teachers even did not know these strategies. probing means when the students could not answer questions, the teacher is not to let them give up easily, but to add several related questions with lower difficulty, which will lead st

29、udents to think and really drive into classroom activities. this skill masterly protects the proper pride of those students who cant answer questions, and guide students to develop ideas for more in-depth thinking. in addition, we can also find that repeating and redirecting are the questioning skil

30、ls that are used most frequently in english classes.the above table shows that we should strengthen the guidance of teachers questioning skills, help them know more questioning strategies, and improve the artistry of questioning. however, in the communication with teachers, it is not difficult to fi

31、nd that teachers were lack of training in the aspects of “questioning”. in general, teachers only consider how to design problem, but rarely consider how to do if the student cant answer. if we say the feedback of questioning is the embodiment of teaching wit, this kind of teaching wit is based on t

32、he accumulation of daily life. table 4:interview on the questioning typesteacherabcdefaverageyn14%13%14%26%13%8%17%or6%4%2%2% 1%5%wh-68%66%69%70%66%67%68%howwhy17%16%23%18%19%17%18%total34455660405048closed q88%89%84%91%92%96%90%open q12%15%16%13%10%9%15% according to the table, we can clearly see t

33、hat each teacher has a certain number of open questions in each class, showing that they do not ignore the development of students' thinking. what needs to be mentioned is that quite a lot of listed questions belong to the category of instruction questions, which prove that the senior high schoo

34、l teachers lack of consciousness on effective questioning. in this research, the objects are students in senior grades, staying at the senior stage of english teaching, so quite a certain number of instruction questions are unnecessary. according to actual english class observation, the using of ope

35、n questions are helpful because they can be used to stimulate how students study and be used to activate class teaching activities step by step to make sure the natural connection of different teaching step and the effective application of class teaching.iiiresults and discussion3.1 discussion“it is

36、 impossible to conceive of teaching without asking questions" (hyman, 1979, ibid.). in the article of asking questions effectively, james manktelow (james manktelow , 2009) stated, “garbage in, garbage out, is a popular truth, often said in relation to computer systems: if you put the wrong inf

37、ormation in, you'll get the wrong information out. the same principle applies to communications in general: if you ask the wrong questions, you'll probably get the wrong answer, asking the right question is at the heart of effective communications and information exchange. by using the right

38、 questions in a particular situation, you can improve a whole range of communications skills: for example, you can gather better information and learn more; you can build stronger relationships, manage people more effectively and help others to learn too.”after analysis of the above-mentioned questi

39、onnaire. the author not only finds out questioning strategies that will benefit students english learning. the application of effective classroom questioning reform the traditional english teaching. english class with it can be more active and lively with more activities and students participat

40、ion and interaction. it can also cultivate their competence of learning independently and how to learn.3.2 definitions of effective classroom questioning"effective classroom questioning", also called effective questioning, just as zhou xi(zhou xi,2008) stated, “effective questioning must e

41、nsure there are some ideological contents and philosophy behind questions. effective questions are questions which urge students to think deeply, produce good effects and organize students to discuss questions effectively.” gary d. borich (gary d. borich,2002) said, “ effective questioning should le

42、ad students to make relevant, complete responses, and stir up students' consciousness of participation” besides, gary d. borich stated that "effectiveness of questioning not only relies on the words expressed, but the sound effect, the emphasis and choice of words, and the context the quest

43、ion is raised. a question can be come up with in many ways, each of which determines whether and how students understand the question." in other words, there are many different questioning types to be asked, and the way to raise a question of each type can determine whether it is can be underst

44、ood and what kind of question it will be understood. whats more, according to dale hoskisson (dale hoskisson,2009) stated, “effective classroom question usually points to open mind, not the questions obtaining standard answers or reaction. effective classroom questions usually begin with "why&q

45、uot;, "how" and so on.”3.3 the influence factors of effective questioningthere are several aspects influence the teachers effective questioning as follows, the existing language level of the students, students' preferences for different questions, waiting time refers to the time gap be

46、tween asking questions and students answering questions. teachers feedback after students answering, the different layers of questions. for example, when a student give unknown, weak and partly or completely responses, promoting strategy was used by teachers. if the teacher confirms that the questio

47、n is clear enough, he or she should give hints to help students develop their answers. the teacher may frequently begin by referring to the content that the student does not know and then he should change the question to an even simpler level. if the initial answer is partly correct, the teacher sho

48、uld first be sure about the correct part through telling the student what is right, and then continue to modify the incorrect part. if the teacher discouraged the student because of the incorrect answer, the student will lose interest in learning. sometimes a simple hint will be sufficient to guide

49、the student to a correct answer. more commonly, it is important for the teacher to use a series of prompts which guide the students step by step to answer the question. teachers prompts may be present in the form of hints, intermediate questions or clues. in some cases, students answers are correct

50、but insufficient as it lacks depth. so it is necessary for teachers to make the students provide additional information to get a more complete answer (jacoben, et al. 1999:162).3.3.1the relevant factors of studentsstudents knowledge level and ability is different, when many teachers ask questions in

51、 class, they dont take students knowledge level and ability into account beforehand. if questions are too difficult, students will lose confidence of solving questions. if questions are too easy, students will think they are not worth answering .these two can not reach the goal of questioning. there

52、fore, only when the teacher pays attention to the adaptability between the questions and students knowledge and ability level so as to get the goal of questioning. that is to say, teachers questioning types should be reasonable collocation and should pay attention to the importance role of open ques

53、tions on students development. teachers should combine the classroom task, according to the characteristics of students age at the same time, teachers will consciously using different levels of questioning for teaching, not only consolidated their new knowledge but also develop students thinking abi

54、lity. 3.3.2 the relevant factors of teachersto some extent, teachers level of major knowledge determine the quality of classroom teaching. while quite a lot of teachers have low level of major knowledge that their nonstandard pronunciation and non-fluent oral expression or even wrong language expres

55、sion. besides, most of teachers would ask questions in chinese, which has an bad effect on the effective questioning in the classroom teaching. however, teachers lack of awareness to questioning in the traditional class teaching. the large part of time, teachers always taking and the students are ta

56、king down whats their teachers said. the students are so seldom raise a question in a class that they are hardly lose their ability of questioning. whats more, waiting time refers to the time gap between asking questions and students answering questions, which means that teachers should provide adeq

57、uate waiting time for students when they raise a question. in fact, the length of waiting time is too short, for example, when one student cant answer the teachers questions, the teacher will ask another. as a result, the students lose the confidence to answer questions. further more, teachers feedb

58、ack after students answer a question is one of factors that influence the quality of teachers effective questioning.3.3.3the different layers of questions american psychologist bruner said: “teaching process is a continuous one during which questions are put forward and then solved. students thinking always sta