英語課堂中提問策略的實(shí)施與思考【畢業(yè)論文】

1、（20_ 屆）本科畢業(yè)設(shè)計(jì)英語英語課堂中提問策略的實(shí)施與思考the thinking and application of questioningstrategies in efl teaching摘要本論文的目的是調(diào)查課堂中英語作為外語的提問策略的實(shí)施情況。提問是 英語教學(xué)中一個(gè)重要的部分，是教師引導(dǎo)學(xué)生積極思考，培養(yǎng)學(xué)生分析能 力和創(chuàng)新能力的主要方式，也是輸岀、傳遞信息和從學(xué)生獲得反饋的關(guān)鍵 渠道。再者，提問可以提高表達(dá)能力，檢測(cè)學(xué)生學(xué)習(xí)效果。此論文重點(diǎn)研 究教師如何在中學(xué)課堂中運(yùn)用提問策略以達(dá)到教學(xué)目標(biāo)，教會(huì)學(xué)生學(xué)習(xí)方 法，指導(dǎo)學(xué)生自主學(xué)習(xí)。此外，論文深入探索了英語課堂教學(xué)中應(yīng)該關(guān)注 的

2、提問技巧和一些相關(guān)注意點(diǎn)。關(guān)鍵詞：提問；提問策略；英語教學(xué)；互動(dòng)abstractthe purpose of this study is to investigate the effects of question-raising in efl classroom. raising questions is a major part of english teaching and a major method of the teacher who guides his students to think actively, fostering studentsability of analys

3、is and creation, as well as a key channel of teacher output, transmission of information and feedback from students. in addition, raising questions can improve the ability of expression and examine learning outcome. this paper focus on how to apply questioning strategies to achieve teaching goal, te

4、ach students learning methods and guide them to learn by themselves. the writer also probes into the questioning skills and some tips we should pay attention to in efl teaching.key words： raising question; questioning strategies; efl teaching; interactioncontentsabstracti1 introduction12 basic knowl

5、edge of questioning in efl teaching12.1 importance of questioning in efl teaching12.2 types of questioning in efl teaching22.3 roles and functions of questioning22.4 characteristics of good questions33 application of questioning strategies in efl teaching43.1 definition of questioning strategy43.2 t

6、ypes of questioning strategies41. 2. 1 question-planning strategies43. 2. 2 question-designing strategies43. 2. 3 question-monitoring strategies43. 2. 4 question-evaluating strategies53.1 right time to ask questions53.1 procedure of questioning53.1 methods to ask questions for different levels of le

7、arners63.1 treatments of answers74 tips for raising questions85 conclusion9bibliography10acknowledgements11introductionhow to ask questions in efl classes has become a widespread top concern in english teaching, which has not received enough attention from many teachers and educators, including teac

8、hers of secondary school in china. teaching has become more scientific, interesting and vivid. teachers' questioning has traditionally been viewed as an important component of teacher talk and the core of effective teaching in classroom context. (yao hongxi, 2007) problems appear in many aspects

9、. some teachers ask too many questions, while some raise too few questions to motivate and encourage students to think and explore. others question in an improper time and in an improper way, or the time for students to think for the questions is too limited. and some ignore the differences of level

10、s of different students when questioning. this paper is to provide teachers with basic knowledge of questioning in efl teaching, offer some good habits and ways of questioning and analyze how to apply questioning strategies.in the history, there are many experts and other scholars devoting into doin

11、g research on this topic at home and abroad. in foreign countries, the most typical person studying on question-raising is a psychologist called wragg. he had an overall research on the concepts of questioning, the reasons of questioning, the types of questioning and the frequency of questioning bas

12、ed on psychology. in wraggbasic knowledge of questioning in efl teaching importance of questioning in efl teaching questioning is a common technique used in english language teaching. for a teacher, it is very important to know why to ask, what to ask, when to ask questions and how to ask questions.

13、 raising questions can facilitate and strengthen teacher's teaching. the goal is to check if the students understand what they have been taught, and to increase students， involvement and to promote students creative thinking in classroom interaction. questioning has been considered as one of the

14、 most essential and important techniques during students9s opinion, as long as it is an expression that students are interested in and can arouse students9 discussion and response, it can be regarded as a question. wragg define question as any declarative sentence to cause language feedback. so he u

15、ses various ways to attract students to participate in the class, guide students to seek the final answer step by step, teach students to come up with as many solving methods as possible, and advocate critical thinking over each method these are wragg9s strategies. gall cited several studies in whic

16、h elementary teachers used 64 to 180 questions in one class period. (gall, m.d, 1970) raising questions are beneficial in reading comprehension. the considerable body of research reviewed concerning questioning has shown that the three strategies (student-generated, teacher-provided, and student-tea

17、cher reciprocal questions) have been continually valued by researchers as useful instructional strategies for teaching reading comprehension. (el-koumy, abdel salam a., 1996)in china, one of the most influential representatives of studying questioning strategies is li chengwu. in the book modem educ

18、ation, he considers conversation method as questioning. he thinks conversation method is a way that teachers raise questions according to what students have already known lead students to think, let them draw conclusions by themselves after so-called conversation and finally gain knowledge.there are

19、 many different research results of predecessors in the long history domestic and overseas. this paper is written based on their valuable results.learning processes since socrates times. questioning takes up most of teacher's talk in class teaching and it has been proved to have a great influenc

20、e on classroom interaction. questioning has always been the most observable fact now and then in classroom, as well as one of the most frequently-used strategies favored by a lot of teachers.questioning is one kind of teaching procedure. it is one teaching behavior way through teachers and students&

21、#39; interaction, checking learning, promoting thought, consolidating knowledge, using knowledge, achieving teaching goals. there is a kind of high-level questioning, which encourage students to think what they have learnt, their attitude and faith, or require them to testify certain interference me

22、thod by raising questions. (nunan david, 2004: 89)questioning is usually used as a kind of joint communication teaching strategies between the teacher and students. it has been adopted generally in teaching from the time there was teaching till the present time.types of questioning in efl teachingte

23、achers' questions can be classified into two categories. one is display questions. display question can be called yes or no question whose answer is fixed. such question is always fairly superficial. take the text in new standard english, students book 6 for example, a teacher may ask "did

24、lingling generally enjoy her holiday? well, we see from the sentences "not bad. but the trip back was very long. the train was full of people, and i had to stand for over six hours. the answer can be and only is “no, she didn9f thus, the question can be regarded as a display question. the other

25、 is referential questions. it is commonly believed that the referential one is the wh- question whose answer the teacher generally does not know, and there may not be fixed answe匚 some of the referential questions are open questions. for instance, in the text mentioned above, "what expectations

26、 will lingling and betty have for this terrors trip, can you imagine?'，as for this, the answers of different students may differ from each other every ones result is unique. thus, the responder has enough space to search his mind, have a brain storming, and show his own opinion, reflection, imag

27、ination, creative ability, and the like. however, some of the wh- questions have a certain answer according to the given text. still take the same text in new standard english, student book 6 for example. following the text material, the question for students to think, “why is travel so difficult in

28、 winter?" the answer is shown in the dialogue. 'it's the busiest season in china because of spring festival/ it is the only answer based on the text, and it aims to examine students9 understanding of the dialogue and train their ability of searching for detailed information.roles and fu

29、nctions of questioningquestions in the class serve as different functions. according to kauchak and eggert, the functions can be basically grouped into three categories: diagnostic, instructional and motivational, but a single question can usually serve more than one function. as a diagnostic device

30、, classroom questions can make the teacher explore into the minds of students to not only learn what they know or don't know but also find out how they think about a certain topic. the instructional function means that questions can be used as a skill to promote learners to understand the new kn

31、owledge in the learning process. as to motivational function, skillful use of questions can effectively involve students in the classroom discourse, encouraging and challenging them to think. (xiaoyan ma, 2008)in terms of its functions, there are several detailed reasons why questions are so commonl

32、y used in teaching and learning:they stimulate and maintain students9 interest, inspire their thinking and encourage them to express what they think in their mind. during the process of teaching, questions are always needed to keep studentsapplication of questioning strategies in efl teaching 3.1 de

33、finition of questioning strategy questioning strategies refer to the techniques used by teachers when they intend to get a response from students. it is said that through the appropriate strategies in formulating and asking questions, he teacher can help students understand and utilize content and f

34、ormulate ideas, concepts, relationships and principles. it is generally acknowledged that questioning is closely related to the following aspects: the types of questions, right time to ask, procedure of questioning, methods to ask questions for different levels of learners, and treatments of active

35、thinking and attentive attention. for example, when the teacher leads in at the start of the class, teachers can catch studentsanswers. attention from after-class activities and make them think and focus on the content of the lesson by adopting questions. it can further lay a solid foundation for st

36、udents to keep a good learning state.they enable a teacher to clarify what a student has said. by repetition of students5 answer, such as "you think that it is right for the author to do so?，the teacher can make sure whether it is indeed the student's answe匚 or with a little modification, e

37、.g. the student answer of a question is “he is too timid to do such a thing/ the teacher may ask, 'do you mean he darertt do a thing like that?9 thus, the teacher, including the rest students can understand the opinion that student wants to express. moreover, it makes a contribution to the effic

38、iency of classroom teaching.questions have a function to provide opportunities for all the students to participate in a lesson more actively. creating good questions make students' full attention to the content in the whole class possible students will be able to experience the happiness of achi

39、eving success, gain certain knowledge and develop some skills at the same time because of the teachers? diligent designing of different levels of questions for the different level students.they enable teachers to check students9 understanding. teachers can gain teaching and learning feedback by reas

40、onable designing of classroom teaching. classroom questions are usually used to organize, control and adjust teaching, ensuring natural transition of every teaching step. in detail, by using like "would you say it again?5 or "so would you please help me to check it： teachers give the deman

41、d clearly. by using like "are you ready? "are you clear9 or 'so are you saying you./, teachers can know whether the students have prepared or finished the given tasks, examine students' learning state and check students' understanding of the knowledge the teacher teaches.they e

42、nable a teacher to elicit a particular structure or vocabulary items.characteristics of good questionsthe learners should be able to understand the questions asked and the meaning of the questions should be clear to them.challenging questions that require learners to compare, evaluate, or draw infer

43、ence should be asked.yes/no questions should be avoided when it is to open students' mind and inspire deep and active thinking.questions asked must be according to the level of the learners.a question should not have a trick' or 'catch' to it.questions with definite answers should be

44、 encouraged.types of questioning strategiesquestionplanning strategiesgood questioning lies in good planning in a large degree. a clear purpose for how to plan a question should be formulated, and the general nature of the question should be listed, and the detail procedures to be employed are bette

45、r to be specified when planning a question. if time is permitted, teachers can do this job before class. it is believed that questions to be raised should be effective, scientific, creative as well as related to the content and purpose of the class.question-designing strategiesteachers should select

46、 questions which can direct for classroom interaction. if necessary, teachers should carry out this design before class in order to provide each student with an opportunity, attract studentsinterest, and indirectly improve their ability to master english as a foreign language. there are many ways to

47、 ask students to answer questions, either according to the order in their name list, or based on students' different level, or according to their seat arrangement, calling one by one in seat order, or calling a random name, or preferring those of high ability, or those who do not concentrate on

48、class, "so that their learners may develop higher levels of thinking to evaluate information, to achieve more, and to be more interested. (orlich, d. c“ 1994:185)it is said that at present in efl classroom the most popular method teachers choose is calling a random name, the second popular chos

49、en is to according to the order of name list, and the least one is to ask those good students merely, which is certainly do no good to the teaching, no matter short-time teaching or long-term teaching.3.2.3questionmonitoring strategiessince the focus of interactive teaching is interaction between te

50、achers and students, in the course of teachers，questioning and students，answering, teachers should make more efforts to control practice to increase the interactive effect in language teaching. some strategies adopted by teachers are like these: sequencing, that is, arrange the questions from easy o

51、nes to more difficult; nominating after the question; nominating non-volunteers; question redirecting and probing; increasing wait-time and directing attention to all and so on. (xiaoyan ma, 2008) 3.2.4question-evaluating strategiesan important aspect of classroom interaction is the manner in which

52、the instructor handles students5 responses. when a teacher asks a question, students can either respond, or give no response. the ways instructors handle students5 responses are closely combined with the effect of the interaction. teachers9 feedback is very important. the feedback consists of positi

53、ve feedback and negative feedback. positive feedback is more helpful than negative feedback to improve the students' behavior and study motivation. moreover, students are involved in the positive feedback of questions actively.33 right time to ask questionsquestion-raising is an important item w

54、hich can not be ignored by teachers. it helps students practice listening and speaking skills, as well as thinking ability. accurately grasping the right time to raise questions is a skill which a veteran master and a green hand cant use properly. experienced teachers always insert a certain number

55、of questions when it is time to do so, which not only catch students attention effectively, but also it is beneficial to well-organize classroom teaching an important aspect to show the quality of a teacher is whether he/she can put up a question skillfully at the right time, not too hurry or too la

56、te.according to the time and function of asking question, questions can be divided into three categories:l questions to lead in: when starting a new lesson, using questions can attract students9 interest in new lesson.questions to analyze: if the teacher wants students to think comprehensively and d

57、eeply, adopting questions to make them understand the deep level of the surface is a good way.questions to review play an important role in examining the result of learning.what more, teachers should not raise questions aimlessly, but care about students9 attention and mood change at any time. as th

58、e ability to know the right time to put up questions is that significant, it is better for teachers to make a summary after every class, accumulate relevant experience, learn teaching methods in the process of teaching and improve their own cultivation.34 procedure of questioningit is generally a po

59、or method of questioning when the instructor asks questions and allows the entire group to answer in chorus. this method could stimulate a dull class or encourage learners to participate; however it also has some disadvantages. choral answers permit the learners1 attention to wander, decrease individual thought, and restrict the teachers to monitor feedback from the class. (nasrren hussain, 2003)mental participation of the learners can be achieved through the simple eight part questioning proc