The-Study-on-How-to-Construct-Effective-Questioning-in-High-School-English-classroom------A-case-stu.docx

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1、学校代码： 10663学 号： 4201220000257贵 州 师 范 大 学教 育 硕 士 专 业 学 位 论 文关于如何构建有效高中英语课堂提问的研究 The Study on How to Construct Effective Questioning in High School English classroom专业方向： 学科教学 专业代码：045108 申 请 人 姓 名： 师姓名： 贰零壹肆 年 伍月 贰拾捌日The Study on How to Construct Effective Questioning in High School English classroom

2、- A case study of Sino-Canada High School，SuzhouBy Supervised by A thesissubmitted in the partial fulfillment ofthe requirements for the Degree of Master of English Education in Foreign Languages School ofGuizhou Normal University May 201459学位论文原创性声明和关于学位论文使用授权的声明原 创 性 声 明本人郑重声明：所呈交的学位论文，是本人在导师的指导下，

3、独立进行研究所取得的成果。 除文中已经注明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写过的科研成 果。对本文的研究做出重要贡献的个人或集体，均已在文中以明确方式标明。本人完全意识到本 声明的法律责任由本人承担。论文作者签名：年 月 日关于学位论文使用授权的声明本人完全了解贵州师范大学有关保留、使用学位论文的规定，同意学校保留或向国家有关部 门或机构送交论文的复印件和电子版，允许论文被查阅和借阅；本人授权贵州师范大学可以将本 学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或其他复制手段保存 论文和汇编学位论文。（保密论文在解密后应遵守此规定） 论文作者签名：导师

4、签名：年 月 日AcknowledgementMy sincere thanks go to those who have rendered me their continuous assistance in the completion of this thesis.I would like to deliver my respect and sincere gratitude to my supervisor, Professor Xi Xiaoming, not only for her guidance in the completion of this thesis, but als

5、o for her invaluable help during the past two years. Her extensive knowledge, penetrating insight and dedication to the academic research light up the path for me in the field of linguistic study.My heartfelt thanks also go to all of the teachers in my college for their excellent lectures and patien

6、t help during my postgraduate study.I am quite grateful to the six excellent English teachers and their students in the Sino-Canada High School in Suzhou city for their active participation and tremendous help in the questionnaires survey, classroom observation and interview. Without their help, the

7、 present thesis could never have been completed.A special acknowledgement goes to all the authors whose books and materials I have consulted in the completion of this thesis. I also want to express my sincere gratitude to my friends and classmates for their comments and support.Last but not least, I

8、 want to express my special thanks to my parents for their continuous love, care and support.IAbstractClassroom discourse is an important aspect of foreign language teaching research. The questioning accounts for a very large proportion of classroom discourse, which is one of the main teaching strat

9、egies. And the most common and most important form used by teachers and students in the classroom interaction. Questioning not only provides an important source for students inputting language, but also provides opportunities for students outputting language, which promote the interaction and commun

10、ication between teachers and students, and even between students and students in classroom. Classroom questioning as an effective classroom activity has become an effective means of promoting the teaching of teacher-student interaction.Over the years, teacher questioning has been a focus of language

11、 teaching research, and a lot of researchers have discussed and made researches from different angles. On the basis of previous research achievements, the author discusses how to ask questions in order to promote English classroom interaction and improve students learning ability. The following are

12、theresearch questions of this thesis. What is the status of questioning in highschool English classroom? What are the reasons why the validity of questioning in high school English classroom is missing ? How to construct effective English classroom questioning? The author makes an investigationfor t

13、he English classes which are Grade two in Sino-Canada High School in Suzhou City by means of classroom observation, questionnaires andIIinterviews.By the research, the author finds that most of teachers ask more display questions， while referential questions and evaluation questions are fewer.When t

14、eachers raise a question, they do not leave enough wait-time. After students answering questions, teachers do not provide appropriate evaluation or feedback to students. By survey and analysis, the author finds that the reasons why the validity of high school English classroom questioning is missing

15、 are following. Most of teachers put the teaching of vocabulary and grammar into positions of supremacy, and there is imbalance between the types of questions. In addition, majority of teachers cannot make appropriate feedback after students answering questions. At last, the author puts forward the

16、principles to build effective English classroom questioning, including scientific principle, comprehensive principle, interest principle and artistic principle. About the approaches to optimizing classroom questioning, the author makes the following suggestions, including controlling the wait-time f

17、lexibly, providing proper feedback to student, concerning students emotional factors and using emotional evaluation, positive view of the classroom error correction, and teacher training.This paper will help English teachers improve questioning techniques, improve the validity of classroom questioni

18、ng, so that English teaching gets progress in the atmosphere of teacher-student interaction and mutual improvement. However, some limitations still exist in this paper. For example,IIIthe data collection isnt too much sufficient, and the study is carried out only in grade two in a high school.Key wo

19、rds: the validity of classroom questioning, classroom interaction, questioning strategiesIV摘要课堂话语是外语课堂教学研究的一个重要方面。而提问在教师课堂 话语中占了非常大的比例，是主要的教学策略之一，是课堂教学中教师 和学生最常用也是最主要的互动形式。提问既为学生输入语言提供了重 要的来源，又为学生输出语言提供机会，促进课堂教师与学生之间，甚 至学生与学生之间的互动与交流。课堂提问作为一种有效的课堂教学活 动，已成为促进师生互动教学的有效手段。多年来教师提问一直是语言教学研究所关注的一个焦点，很多的研

20、究者从不同的角度对其进行了讨论和研究。笔者在吸收前人调查研究成 果的基础上，探讨教师如何提问才能促进英语课堂互动，进而提高学生 的学习能力。本论文的研究问题有： 高中英语课堂提问的现状如何？高中英语课堂提问有效性缺失的原因是什么？ 如何建构有效英语课 堂提问？本研究采用了文献研究法和实证研究法，通过课堂观察、调查 问卷与访谈等方法对苏州中加高级中学高二英语课堂提问进行了调查。经过研究，笔者发现：在现在的高中英语课堂中，教师提问的展示 性问题多于参考性问题和评价性问题。当一个问题被提出后，教师没有 给学生足够的等待时间。并且在学生回答问题后，教师没有给出恰当的 评价和反馈。经过调查分析，笔者发现

21、高中英语课堂提问有效性缺失的 主要原因有：大多数教师把词汇和语法教学放在了课堂教学的第一位， 并且在课堂提问的类型方面存在不平衡。另外，大多数教师在学生回答 问题后没有给出合理的反馈。最后，笔者提出了建构有效英语课堂提问 的原则，包括科学性原则， 综合性原则， 兴趣性原则和艺术性原则。V关于优化课堂提问的方法，笔者给出了几点建议，包括灵活地控制等待时间，给出合理的反馈，考虑学生的情感因素，运用情感性评价，积极 的纠错观和教师培训。此论文能够帮助英语教师改善提问技巧，提高课堂提问的有效性， 使英语教学在一个师生互动、共同进步氛围中进行。然而，本论文仍然 存在一些局限性，比如数据收集不是很充分，此

22、研究仅是在一所高中高 二年级进行。关键词：课堂提问有效性, 课堂互动, 提问策略VIContentsAcknowledgementIAbstractII摘要VList of Figures and TablesIXChapter 1 Introduction11.1 Background of the Research11.2 Objectives and Research Questions11.3 Method of the Research21.4 Significance of the Research21.5 The Organization of the Thesis4Chapte

23、r 2 Literature Review62.1 Previous Studies Conducted Abroad62.1.1 Basic Concept of Questions62.1.2 Criteria of Effective Questioning72.1.3 Classifications of Questions92.1.4 Functions of Questioning102.1.5 Questioning Strategies112.1.6 Wait-time112.2 Previous Studies Conducted at Home122.2.1 Classif

24、ications of Questions122.2.2 Functions of Questioning142.2.3 Questioning Strategies152.2.4 Techniques of Questioning152.2.5 Wait-time16Chapter 3 Theoretical Basis173.1 The Meaning of Social Interaction173.2 The Source of Social Interaction Theory173.3 The Main Form of Social Interaction193.4 Implica

25、tions of Social Interaction Theory21VII3.5 Interactive teaching method23Chapter 4 Methodology254.1 Participants254.2 Instruments254.2.1 Literature Study264.2.2 Classroom Observation264.2.3 Questionnaire264.2.4 Interview274.3 Procedure27Chapter 5 Data Analysis285.1 Analysis of Questionnaire285.1.1 Da

26、ta analysis of teacher questionnaire285.1.2 Data analysis of student questionnaire315.2 Analysis of Classroom Observation and Interview36Chapter 6 Conclusion426.1 Findings of the Research426.2 Suggestions446.2.1 The Principle of Classroom Questioning446.2.2 Approaches to Optimizing Classroom Questio

27、ning466.2.3 Teacher Training496.3 Limitations and Further Study50References51Appendix I53Appendix II54Appendix III56Appendix IV57Appendix V58VIIIList of Figures and TablesTable 3-1 Distribution of Subjects.29 Table 5-1 Teacher Questionnaire on Classroom Questioning.31 Table 5-2 Number of Students to

28、 Answer Questions32 Table 5-3 Students Attitudes to Teachers Questioning33 Table 5-4 Students Participation on Classroom Questioning.34 Table 5-5 Waiting Time after Questioning34 Table 5-6 Teachers Feedback after Students Answering Questions.35 Table 5-7 Students Expectations.36 Table 5-8 Role of Te

29、achers and Students in English Classes37 Table 5-9 Type and Rate of Classroom Questioning.38 Table 5-10 Teachers Feedback.39 Table 5-11 Purpose of Teachers Questioning40 Table 5-12 Teachers Wait-time.41IXChapter 1 Introduction1.1 Background of the ResearchIn recent years, a great number of researche

30、rs have reached a consensus that the classroom is a worthwhile place to look at, because the classroom is an important setting for second language learners (Chaudron, 1988; Ellis, 1994). Since the mid-1990s, “teacher research” has been advocated by many western researchers. If we want to enrich our

31、understanding of language learning and teaching, we need to spend time looking in classrooms (Nunan, 1991). An excellent English lesson should be a class with positive teacher-student interaction and student-student interaction, and teachers questions link these interactions. The kind of questions t

32、eachers ask can significantly affect the quantity and quality of student interaction in the lesson (Brock, 1986).In China where English is the foreign language and students can find few chances to communicate in English outside English classes, classroom is the one of the main places for learners to

33、 have regular contact with English and acquire this language. Investigations show that most of the classroom interaction is done by both teachers posing questions and students answering them. Studies of teachers questioning behavior show that questioning constitutes 20% to 40% of classroom talk (Cha

34、udron, 1988). Richards and Lockhart (1996) conclude that teachers questions “plays a crucial role in language acquisition”.The value of teacher questions is that they appear to be “the basic unit underlying most methods of classroom teaching” (Gall, 1970, p.719). According to Gall (1970) and Ellis (

35、1994), asking questions is regarded as a valuable medium of instruction in which students are stimulated to think and learn. In addition, questions serve as a device for controlling the progress of interaction. Ellis states that teacher questions are crucial important because questions required resp

36、onses and thus serve as a means of obliging learners to contribute to classroom interaction.1.2 Objectives and Research QuestionsThis thesis analyses the reasons why the validity of English classroom questioning is missing, and make clear how to construct effective English classroom questioning, by

37、the1researches about the questioning classification, the function of classroom questioning, classroom questioning strategies, classroom questioning waiting time, classroom questioning skills, waiting time, teachers feedback , students expectations, the validity of classroom questioning, as well as t

38、he combination between effectivity of classroom questioning and English discipline.Concretely, the research questions are stated as follows: What is the status of questioning in high school English classroom in terms of the type of classroom questioning, teachers questioning strategies, waiting time

39、, teachers feedback and students expectations for classroom questioning? What are the reasons why the validity of questioning in high school English classroom ismissing ? How to construct effective English classroom questioning, including construction principles, approaches and teacher training?1.3

40、Method of the ResearchThis study adopts the combination of theoretical research and empirical research mainly giving questionnaires to students in grade two of high school, trying to understand their attitude, the status of English classroom questioning, their recommendations and corresponding count

41、ermeasures. In addition, in the study, this paper records teachers behaviors, students behaviors and their common behaviors in real classroom and record every aspect of classroom questioning. This thesis mainly adopts four methods as thefollowing: Literature Study ; Questionnaire; Interview; Classro

42、om Observation.1.4 Significance of the ResearchThis thesis has both theoretical and practical significance. Theoretical SignificanceThe problems of teachers and students are extremely complex issues throughout the education both inside and outside. The behavior of teachers questioning is an importan

43、t part affecting communication between teachers and students. Through dialogues betweenteachers and students, they can share information, ideas and perspectives together to solve a2problem. At the theoretical level, through combing contemporary educational theory, summarizing the type and characteri

44、stics of teacher questioning, and exploring the effectiveness standard of teachers questioning, can we improve teaching quality effectively. Teacher questioning is the main classroom activity, and enhancing the research on teachers questioning behavior can decrease ineffective or inefficient questio

45、ning behavior as small as possible, improve the teaching quality and improve teaching effectiveness. This paper seeks from an empirical point of view of classroom questioning behavior observation and analysis and knows about the current status of the classroom questioning status, in order to improve

46、 classroom teaching and research methodology much better and promotes development of the theory of classroom teaching.From the point of view of pedagogy, classroom questioning is one of the important means organizing classroom teaching and occupies an extremely important position of bilateral activities in the teaching, so it is an important part of the teaching process, and also one of the most frequent, th