Questioning Strategies for Middle School English Class
Abstract
The importance of teacher-student interaction in target language (TL) learning classrooms has been examined and manifested by L2 researchers. As the initiative step of the three-part solicitation-response-evaluation teacher- student interaction in language classrooms, teachers’ questioning behavior plays an important role in language classes. Actually, this issue has been examined both in L1 and L2 classrooms abroad. However, in China there is lack of systematic research in this aspect. Based upon this consideration and the features of the middle school English classes, the present research is conducted, aiming at finding out the features of English teachers’ questioning behavior in middle school context, examining the relationship between various questioning techniques and learners’ outcome, and consequently facilitating middle school English learning. As for the structure of this thesis, it consists of the following four parts. Part one is the introduction to questioning in middle school English class. Part two describes the research method employed in this study and shows us the results of the research. Part three gives the findings and significance of the research. Finally, part four gives a summary for the whole thesis, points out the limitation of this paper and hints the future expanding potential of this research.
Key Words: questioning strategy；middle school English class；teacher-student interaction; wait-time
摘 要
師生之間的互動在語言課堂中的重要性是顯而易見的， 並且已被許多語言學者闡述和證明。 而師生之間這種互動的第1步往往就是老師發問，因此，語言課堂中教師的提問技巧具有舉足輕重的作用。自從210世紀710年代以來，有關教師課堂提問方式（包括母語學習和2語學習）的研究在國外已得到廣泛關注並不斷深入，而國內在這方面的研究顯得較爲滯後。鑑於此，本研究對中學英語課堂中教師提問策略進行了初步調查，旨在較爲全面地瞭解中學英語教師的提問方式的.特點，以及各種提問方式對學生學習效果的影響，以便更好地促進新環境下的教與學。本研究主要採取訪問的形式，着重從6個方面討論了中學英語教師的提問策略：提問數量、問題種類、給出問題的方式、提問對象、等待時間和問題的修改。
關鍵詞：提問策略、中學英語課堂、師生互動、等待時間
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全英文收費英語畢業論文【包括：畢業論文、開題報告、任務書、中期檢查表】
