大學(xué)英語互動(dòng)課堂中提問策略的研究

1、study on the questioning strategies on efl classroom interactionin universityan investigation on the non-english majors inzhejiang university of science and technologyabstract： teachers' questioning, an important form of classroom interaction, is also the most important factor that influences cl

2、assroom interaction. teachersquestions serve to form a chain reaction of teacher-student interaction and give the teacher immediate feedback about student comprehension this thesis is a quantitative study on the basis of a classroom investigation. it takes the teachers and students from the non-engl

3、ish majors in zhejiang university of science and technology as the studying subjects, and classroom observation, questionnaires and interviews as the studying methodology to analyze the teachersquestioning strategies- the research is essential to find out a series of characteristics of teachers'

4、 questioning strategics, to help teachers to realize the strong and weak points of their questioning strategies, which will facilitate college english teachin g.key words： efl classroom; classroom interaction; teachers questioning strategies大學(xué)英語互動(dòng)課堂中提問策略的研究一以浙江科技學(xué)院非英語專業(yè)課堂為例摘 要：教師提問不僅是課堂互動(dòng)的重要形式，也是影響課

5、堂互動(dòng)的最重要因素。它能促 進(jìn)師生連鎖互動(dòng)的產(chǎn)生，并讓教師及時(shí)從學(xué)生中得到反饋。木文是以浙科院非英語專業(yè)教師 及學(xué)牛為調(diào)杳對(duì)彖，以課堂觀察，問卷調(diào)杳和訪談為研究手段來分析教師的提問策略。這一 研究對(duì)于發(fā)現(xiàn)教師提問策略的一系列特征，幫助教師認(rèn)識(shí)到自身提問策略的優(yōu)、缺點(diǎn)，從而 更加佇利于大學(xué)英語教學(xué)是i分必要的。關(guān)鍵詞：efl課堂；課堂互動(dòng)；教師提問策略contentsintroduction11 interaction in efl classroom11.1 definition of interaction21.2 the pedagogical importance of classroo

6、m interaction21.3 the problems in classroom interactionand its cause32 questioning in interaction classroom32.1 basic concepts of questions32.1.1 definition of question42.1.2 functions of question42.2 questioning strategies42.2.1 question type52.2.2 wait time52.2.3 question modification52.2.4 questi

7、on direction53 methodology 53-1 objectives 51.1 setting and subjects62.2 instruments61.1.1 sampling 72.2.2 questionnaires7(1) classroom observation7(2) audio recording74 data results and analysis85 discussion and suggestions11(1) discussion about the investigationresults11(2) suggestions on question

8、ing strategiesfor efl teachers126 conclusion13acknowledgments14bibliography15introductionthere are two ways in foreign language learning: one is to learn the target language in the place where it is used as the tool for communication. language learners will be immerged in the target language in dail

9、y life. usually this case is called “second language" environment; the other one is to learn the target language mainly in the classroom as a formal subject. after the class, the learners can hardly find the chance to use the target language for communication purpose. usually this is called &qu

10、ot;foreign language'5 environment. most english learners in china is in the latter one. in the class, the learner's successful language study is condated to the classroom interaction. many foreign researchers find that the important form of classroom interaction is teachers' question whi

11、ch is also the most important factor that influences classroom interaction. teachers9 questions can give the students impetus and opportunity to produce proper language they serve to form a chain reaction of teacher-student interaction and give the instructor immediate feedback about student compreh

12、ension. the teachers9 questions also provide students with opportunities to find out what they think by what they say. these all require teachers to manipulate the questioning strategies.this thesis is a quantitative study on basis of classroom investigation. it takes teachers and students from the

13、non-english majors in zhejiang university of science and technology as the studying subjects. classroom observation, questionnaires and interviews as the study methodologiesit focuses on the teachers9 questioning strategies in the following four aspects: question types, wait-time, question modificat

14、ion, question directingteachers7 questioning strategies have been studied fully abroad since the 70s of the last century however, in china, there has been a lack of attention and systematic researches in this field. this research is essential to find out a series of characteristics of teachers9 ques

15、tioning strategies, helping teachers to realize the strong and weak points of their questioning strategies, which will facilitate college english teaching.1 interaction in efl classroominterest in the language of the classroom has grown steadily in the last twenty years (ellis 1985). in the case of

16、the language classroom, the growth of interest in the analysis of teachers5 language and classroom interaction has been increased by the exploration of language teaching method which can be the principle determination of successful learning. researchers have compared the effectiveness of methods suc

17、h as grammar-translation, cognitive code, and so on, but, they are not able to demonstrate which one is more successful. there may be one feasible explanation that, despite the apparent differences in methodological principles, the various methods lead to very similar patterns of classroom communica

18、tion. it results in similar language learning classrooms. based on the hypothesis that classroom interaction is the major variable factor affecting the result of learning, ellis points out that it is the teachers who have the ultimate responsibility for managing classroom interaction (ellis, 1985)“t

19、eachers' questioning strategies affect the nature of the classroom interaction/5 ellis (ellis 1990) and nunan (nunan 1989)'s researches have shown that most of the classroom interaction begins with teachers9 questions. in other words, teachers questions are the first step of classroom intera

20、ction. this thesis will focus on the pedagogical functions of teachers' questioning strategies and the effect on classroom interaction, so the study on the classroom interaction is therefore critical to the study of teachers5 questioning strategies in the language classrooms.2 definition of inte

21、ractionin recent years, more and more researchers study in the field of sla (second language acquisition) and reveal the importance of classroom interaction. but what is the interaction? or, actually, what is the classroom interaction?in wells，term, "linguistic interaction is a "collaborat

22、ive activity5' involving “the establishment of a triangular relationship between the sander, the receiver and the context of situation'5 whether the communication is in speech or writing (wells 1981).in this thesis, the length of students9 answer, in term of time (in minute), and the number

23、of words are taken as the criterion for classroom teacher-students interaction in this thesis.3 the pedagogical importance of classroom interactioninteraction is always the center of the study on language acquisition in language classrooms, and a lot of teachers have emphasized repeatedly the pedago

24、gical importance of interaction.the emphasis on interaction in the class stimulates students to participate in speech events, such as talking to others or making conversation. that's essential.through interaction, students can increase their language store by listening, or reading authentic ling

25、uistic materials or even the output of their classmates in their answers, discussions group works. in interaction, students can use all the language they know, from books or dairy life.interaction also can create the opportunity to negotiate, provide the learners with the chances to comprehend the t

26、arget language, and to master the rule of target language conversation.ellis thinks that, "interaction can be hypothesized to contribute to learning in twoways: the learners reception and comprehension of the second language and the learner5s attempts to produce samples of the second language：

27、(ellis 1990)so we can conclude that interaction is an important word to the language teachers. tn the era of communicative language teaching, interaction is, in fact, the heart of communication. it is what communication is all about.v (brown 2001)4 the problems in classroom interaction and its cause

28、as we all know, most efl students, especially chinese non-english major students have few abilities of communication by second language, which is thought of as the main cause of the little classroom interaction by most people. for the teachers, the laziness of students is another important reason fo

29、r the inactive class- but according to the results of questionnaires from the students, they all deny that their laziness is the main reason for the silence of classroom. on the contrary, the students think that the unreasonable teacher-centered classroom instruction and teachers9 problematic questi

30、oning strategies are the two important causes for their inactive participation in class activities- the teacher is always the only actor, and they are just the audience whose responsibility is to watch the teachers5 performance. in their opinions, the teachers，problematic questioning strategies are

31、mainly focused on the following aspects: some teachers5 unawareness of aims of questioning, too many or too few questions, uninteresting questions, teachers5 preference of certain types of questions, inadequate wait-time, the improper way of directing questions and imbalanced allocation of questions

32、, all of which reduce the students' enthusiasm for learning, thinking and classroom participation.5 questioning in interaction classroom5 basic concepts of questioningresearches have shown that questioning is one of the commonest techniques used by teachers- in some classrooms, over half of clas

33、s time is taken up with question-and-answer exchange. questions play a crucial role in interactive classrooms: they are not only a kind of input students fiequently catch but also provide students with opportunities to produce output, both of which are key processes in second language acquisition. e

34、llis (ellis 1985) said that, "much of the research has been informed by the assumption that the second language learning will be enhanced if the questions result in active learner participation and meaning negotiation-definition of questionthe longman dictionary of english language provided the

35、 following definition: question一a command or interrogative expression used to elicit information or a response or to test knowledge."learning is an outgrowth of the questions that students are asked the better 中國(guó)最大的論文知識(shí)平臺(tái)teacher's questions are, the better a teacher's teaching and a cla

36、ss's learning will be,? (dillion 1988). in classrooms, teachers use questions to encourage students to think and promote them to understand the content of teacher?s messages. they want students to have their own thoughts and feelings, and to express them in their ways through the answers to the

37、questions. briefly, a question, in the context of teaching, may be defined as a teacher utterance that has the objective of eliciting an oral response from the learne匚functions of questionsappropriate questions in an interactive classroom can fulfill a number of different functions.teachers9 questio

38、ns give students the impetus and opportunity to produce language comfortably without having to risk initiating language themselves. it is very scary for students to have to initiate conversation or topics for discussion. appropriately pitched questions can give more reticent students an affective &#

39、39;green light' and a structured opportunity to communicate in their second language.teachers9 questions can serve to initiate a chain of student interaction.teachers9 questions give the instructor immediate feedback about student comprehension. after posing a question, a teacher can use the stu

40、dent response to diagnose linguistic or content difficulties.teachers9 questions provide student with opportunities to find out what they think by hearing what they say. as they are nudged into responding to questions about, for example, a reading or a film, they can discover what their own opinions

41、 and reactions are. this self-discovery can be especially useful for a pre writing activity.5 questioning strategiesquestioning strategies refer to the different techniques teachers use in asking questions and the different kinds of questions they ask in teaching. moreover, it refers to the way that

42、 teachers elicit or encourage target language production of their students by questions. ornstein (ornstein 1990) said, through appropriate strategies in formulating and asking questions, the teacher can help students understand and utilize content and formulate ideas, concepts, relationships, and p

43、rinciples. according to his opinion, in classroom, the specific strategies for teachers to ask questions include question type, wait-time, question modification and question directing (borich 1988).question typequestion types refer to the categorization of teachers9 questions in the classroom. peopl

44、e usually identified two types of questions that are broadly classified as low-level questions and high-level questions, convergent questions and divergent questions, display and referential questions- in this thesis, display and referential questions areused as the two main question types. accordin

45、g to their studying, in the esl or efl classes, teachers use more display questions than referential ones while referential questions can better facilitate classroom interaction.wait-timewait-time refers to the length the teacher waits after asking the question and before calling on a student to ans

46、wer it, rephrasing the question, directing the question to another student. the researchers think that the wait-time which associates with question types can enhance critical and creative students9 thinking. if the wait-time increased to 5 to 8 seconds, the effect on the students9 respondency to the

47、 teachers' questions are obviously positive.question modificationquestion modifications refer to what the teachers do after a student fails to answer the question. it includes teacher's repetition of the question in target or native language, or the teacher use certain ways to probe students

48、 such as exemplifying, simplifying, drawing analogies, redirecting and teachers self-answering. the teacher，s modification of the question will greatly enhance students9 interests in answering questions. it shows that the more appropriate modification the teacher adopts, the more correct and longer

49、answers the students would give.22.4 question directingquestion directing refers to which student the teacher will ask to answer the question. the researches prove that the teachers9 directing questions to classes have a great influence not only to students9 passions for class activity participation

50、, but more importantly, it will influence the students9 mentality for a long run. but, according to the studying, most teachers habitually call their familiar or favorite students, which would greatly hurt the neglected students5 passion for classroom participation (borich and dillion 1988).6 method

51、ologythis chapter mainly focuses on investigation purposes setting, subjects, instruments and data collection, and transcription and analysis procedures.6 purposes of the objectivethe main assumption behind this investigation is that interaction in language classroom will lead the learners to learn

52、better, and will activate their language competence teachers，questioning strategies are the most important factor that influences the classroom interaction. so the purpose of the investigation is to investigate the effect of teachers' questioning strategies on classroom interaction in efl classr

53、oom. detailed, there are four aspects we should explore:to explore the frequency and the types of the teachers5 questions and to 中國(guó)最大的論文知識(shí)平臺(tái)which extent the two factors affect the extensiveness of students' responses obviously.to explore the frequency and length of teachers' wait-time and to

54、 which extent the two factors affect the extensiveness of students responses obviously.to explore the frequency and types of the teachers9 question modifications and to which extent the two factors affect the extensiveness of students' responses obviously.to explore the frequency and types of th

55、e teachers' question directing, and to which extent the two factors affect the extensiveness of students9 responses obviously.6 setting and subjectsthe non-english classes in zhejiang university of science and technology are the sites for the data collection conducted during the spring semester

56、of 2008in this investigation, there were two types of subjects: 4 teachers and their students from non-english majors in zhejiang university of science and technology.teachers: there were 4 different teachers in this investigation. one is male. the other three are female. all the teachers were rando

57、mly selected in order to reduce the influence from the teacher on this study.students: the student subjects in the investigation were all from the non-english majors in zhejiang university of science and technology, from the 8 classes that the 4 teacher subjects were teaching. on the basis of studen

58、ts5 willingness, 56 were choose from each of the 8 classes as subjects of the questionnaires and all the 240 students in 8 classes were taken as the subjects of the classroom observations. the students were all chinese, aged from 19 to 21. they had studies english at least for six years in junior an

59、d senior high school. the average size of each class is from 28 to 32 students.6 instrumentsat the beginning of the investigation, the researchers should observe the teachers and students in the class, now the teachers put questions to their students, and what the students9 responses during the teachers9 questioning. then the researcher should try teachers9 and students9 notice. in this sense, this research is naturalistic in