英語(yǔ)課堂中提問(wèn)策略的實(shí)施與思考【畢業(yè)論文】

1、<p><b>　?。?0_ _屆）</b></p><p><b>　　本科畢業(yè)設(shè)計(jì)</b></p><p><b>　　英語(yǔ)</b></p><p>　　英語(yǔ)課堂中提問(wèn)策略的實(shí)施與思考</p><p>　　The Thinking and Application

2、of Questioning</p><p>　　Strategies in EFL Teaching </p><p><b>　　摘要</b></p><p>　　本論文的目的是調(diào)查課堂中英語(yǔ)作為外語(yǔ)的提問(wèn)策略的實(shí)施情況。提問(wèn)是英語(yǔ)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，也是輸出、傳遞信息和從學(xué)

3、生獲得反饋的關(guān)鍵渠道。再者，提問(wèn)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(wèn)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(yǔ)課堂教學(xué)中應(yīng)該關(guān)注的提問(wèn)技巧和一些相關(guān)注意點(diǎn)。</p><p>　　關(guān)鍵詞: 提問(wèn)；提問(wèn)策略；英語(yǔ)教學(xué)；互動(dòng)</p><p><b>　　Abstract</b></p>

4、;<p>　　The 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

5、to think actively, fostering students’ ability of analysis and creation, as well as a key channel of teacher’s output, transmission of information and feedback from students. In addition, raising questions can improve th

6、e ability of expression and examine learning outcome. This paper focus on </p><p>　　Key words: raising question; questioning strategies; EFL teaching; interaction</p><p><b>　　Contents</

7、b></p><p>　　AbstractI</p><p>　　1 Introduction1</p><p>　　2 Basic Knowledge of Questioning in EFL Teaching1</p><p>　　2.1 Importance of questioning in EFL Teaching1

8、</p><p>　　2.2 Types of questioning in EFL Teaching2</p><p>　　2.3 Roles and functions of questioning2</p><p>　　2.4 Characteristics of good questions3</p><p>　　3 Appli

9、cation of Questioning Strategies in EFL Teaching4</p><p>　　3.1 Definition of questioning strategy4</p><p>　　3.2 Types of questioning strategies4</p><p>　　3. 2. 1 Question-plannin

10、g strategies4</p><p>　　3. 2. 2 Question-designing strategies4</p><p>　　3. 2. 3 Question-monitoring strategies4</p><p>　　3. 2. 4 Question-evaluating strategies5</p><p&

11、gt;　　3.3 Right time to ask questions5</p><p>　　3.4 Procedure of questioning5</p><p>　　3.5 Methods to ask questions for different levels of learners6</p><p>　　3.6 Treatments of an

12、swers7</p><p>　　4 Tips for Raising Questions8</p><p>　　5 Conclusion9</p><p>　　Bibliography10</p><p>　　Acknowledgements11</p><p>　　1. Introduction<

13、/p><p>　　How 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 teachers of secondary sc

14、hool 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 con

15、text. (Yao Hongxi, 2007) Problems appear in many aspects. Some teachers ask too</p><p>　　In the history, there are many experts and other scholars devoting into doing research on this topic at home and abroa

16、d. 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 questionin

17、g and the frequency of questioning based on psychology. In Wragg’s opinion, as long as it is an expression that students are interested in and can arouse students</p><p>　　In China, one of the most influenti

18、al representatives of studying questioning strategies is Li Chengwu. In the book Modern Education, he considers conversation method as questioning. He thinks conversation method is a way that teachers raise questions acc

19、ording to what students have already known lead students to think, let them draw conclusions by themselves after so-called conversation and finally gain knowledge. </p><p>　　There are many different research

20、 results of predecessors in the long history domestic and overseas. This paper is written based on their valuable results.</p><p>　　2. Basic Knowledge of Questioning in EFL Teaching</p><p>　　2.1

21、 Importance of questioning in EFL Teaching</p><p>　　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 quest

22、ions and how to ask questions. 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

23、promote students’ creative thinking in classroom interaction. Questioning has been considered as one of the most essential an</p><p>　　Questioning is one kind of teaching procedure. It is one teaching behavi

24、or way through teachers and students’ interaction, checking learning, promoting thought, consolidating knowledge, using knowledge, achieving teaching goals. There is a kind of high-level questioning, which encourage stud

25、ents to think what they have learnt, their attitude and faith, or require them to testify certain interference method by raising questions. (Nunan David, 2004: 89)</p><p>　　Questioning is usually used as a k

26、ind 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.</p><p>　　2.2 Types of questi

27、oning in EFL Teaching</p><p>　　Teachers’ 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 a

28、lways fairly superficial. Take the text in New Standard English, Student’s book 6 for example, a teacher may ask “Did Lingling generally enjoy her holiday?” Well, we see from the sentences “Not bad. But the trip back was

29、 very long. The train was full of people, and I had to stand for over six hours. ”, the answer can be an</p><p>　　2.3 Roles and functions of questioning </p><p>　　Questions in the class serve as

30、 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 funct

31、ion. As a diagnostic device, 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 instruct

32、ional function means that que</p><p>　　In terms of its functions, there are several detailed reasons why questions are so commonly used in teaching and learning:</p><p>　　They stimulate and main

33、tain students’ 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 students’ active thinking and attentive att

34、ention. For example, when the teacher leads in at the start of the class, teachers can catch students’ attention from after-class activities and make them think and focus on the content of the lesson by adopting question

35、s. It can further lay a solid foundat</p><p>　　They enable a teacher to clarify what a student has said. By repetition of students’ answer, such as ‘you think that it is right for the author to do so?’ the t

36、eacher can make sure whether it is indeed the student’s answer. Or with a little modification, e.g. the student’s answer of a question is ‘he is too timid to do such a thing.’ The teacher may ask, ‘do you mean he daren’t

37、 do a thing like that?’ Thus, the teacher, including the rest students can understand the opinion that student wants to </p><p>　　Questions have a function to provide opportunities for all the students to pa

38、rticipate 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 achieving success, gain certain

39、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. </p><p>　　They enable teachers to check stud

40、ents’ understanding. Teachers can gain teaching and learning feedback by reasonable designing of classroom teaching. Classroom questions are usually used to organize, control and adjust teaching, ensuring natural transit

41、ion of every teaching step. In detail, by using like ‘would you say it again?’ or ‘so would you please help me to check it’, teachers give the demand clearly. By using like ‘a(chǎn)re you ready?’, ‘a(chǎn)re you clear’ or ‘so are yo

42、u saying you…’, teachers c</p><p>　　·They enable a teacher to elicit a particular structure or vocabulary items. </p><p>　　2.4 Characteristics of good questions</p><p>　　1. The

43、 learners should be able to understand the questions asked and the meaning of the questions should be clear to them.</p><p>　　2. Challenging questions that require learners to compare, evaluate, or draw infe

44、rence should be asked. </p><p>　　3. Yes/No questions should be avoided when it is to open students’ mind and inspire deep and active thinking.</p><p>　　4. Questions asked must be according to th

45、e level of the learners.</p><p>　　5. A question should not have a 'trick' or 'catch' to it. </p><p>　　6. Questions with definite answers should be encouraged.</p><p>

46、;　　3. Application of Questioning Strategies in EFL Teaching</p><p>　　3.1 Definition of questioning strategy</p><p>　　Questioning strategies refer to the techniques used by teachers when they int

47、end 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 formulate ideas, concepts, rela

48、tionships 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 qu</p><p

49、>　　3.2 Types of questioning strategies</p><p>　　3.2.1 Question-planning strategies</p><p>　　Good questioning lies in good planning in a large degree. A clear purpose for how to plan a questio

50、n should be formulated, and the general nature of the question should be listed, and the detail procedures to be employed are better to be specified when planning a question. If time is permitted, teachers can do this jo

51、b 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.</p><p>　　3.2.2 Question-designing strategies&l

52、t;/p><p>　　Teachers should select 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, att

53、ract students’ interest, and indirectly improve their ability to master English as a foreign language. There are many ways to ask students to answer questions, either according to the order in their name list, or based o

54、n students’ different level, or according to their seat arrangement, calling one </p><p>　　3.2.3Question-monitoring strategies</p><p>　　Since the focus of interactive teaching is interaction bet

55、ween teachers 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 a

56、dopted by teachers are like these: sequencing, that is, arrange the questions from easy ones to more difficult; nominating after the question; nominating non-volunteers; question redirecting and probing; increasing wait-

57、ti</p><p>　　3.2.4Question-evaluating strategies</p><p>　　An important aspect of classroom interaction is the manner in which the instructor handles students’ responses. When a teacher asks a que

58、stion, students can either respond, or give no response. The ways instructors handle students’ responses are closely combined with the effect of the interaction. Teachers’ feedback is very important. The feedback consist

59、s of positive feedback and negative feedback. Positive feedback is more helpful than negative feedback to improve the students’ behavior and st</p><p>　　3.3 Right time to ask questions </p><p>

60、　　Question-raising is an important item which 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 i

61、s a skill which a veteran master and a green hand can’t use properly. Experienced teachers always insert a certain number of questions when it is time to do so, which not only catch students attention effectively, but al

62、so it is beneficial to well-organize classroom teaching. An im</p><p>　　According to the time and function of asking question, questions can be divided into three categories:</p><p>　　Questions

63、to lead in: when starting a new lesson, using questions can attract students’ interest in new lesson.</p><p>　　Questions to analyze: if the teacher wants students to think comprehensively and deeply, adoptin

64、g questions to make them understand the deep level of the surface is a good way.</p><p>　　Questions to review play an important role in examining the result of learning.</p><p>　　What’s more, te

65、achers should not raise questions aimlessly, but care about students’ attention and mood change at any time. As the ability to know the right time to put up questions is that significant, it is better for teachers to mak

66、e a summary after every class, accumulate relevant experience, learn teaching methods in the process of teaching and improve their own cultivation.</p><p>　　3.4 Procedure of questioning </p><p>

67、　　It is generally a poor 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

68、 also has some disadvantages. Choral answers permit the learners' attention to wander, decrease individual thought, and restrict the teachers to monitor feedback from the class. (Nasrren Hussain, 2003) Mental part

69、icipation of the learners can be achieved through the simple eight</p><p>　　1. Ask the question. </p><p>　　Ask questions when it is necessary. One point the teachers should pay attention to is c

70、learness and conciseness of the question. And ask only one question for one time. If a question is a complicated one, teachers need to rephrase it. In order to give students time to think, it is imperative that the quest

71、ion is stated before calling the learner to respond. </p><p>　　2. Have a pause. </p><p>　　Without a pause, students have no enough time to think, students may be afraid to answer because of lack

72、 of confidence, and the goal the teacher intends to achieve will be gained in an ideal way. It will do bad for the long-term learning of students. Wait for some time, especially for the high-level questions, and it will

73、help students think deeply and explore by themselves. An investigation shows that the most appropriate waiting time accepted by students is seven to nine seconds. (Zheng Peiyun</p><p>　　3. Call the learner b

74、y name. </p><p>　　Learners should be called by their learning level and ability. Never ask a low-level student a very difficult question, and never ask a high-level student a very simple question. It is a wa

75、ste of time, and will lower the quality of the class. However, when raising a question, randomly select student in the same level to answer the question so that they try to formulate the answer and every student will foc

76、us on the class because it is not certain who will be called. </p><p>　　4. Listen to the answer. </p><p>　　Teacher should listen to the answer carefully. Meanwhile, remind other students to list

77、en and think whether the answer is right. The teacher may suggest others to judge the answer modify and supply it when they have other opinions. </p><p>　　5. Lead to the answer step by step</p><p

78、>　　If the student can’t answer the question or answer it wrong, guiding him/her to find the correct answer is quite necessary. Don’t guide directly, but step by step.</p><p>　　6. Comment on the content of

79、 student’s answer</p><p>　　Give relevant feedback and help students to know their performance. They will learn what way to answer next time. </p><p>　　7. Encourage other students to have a try o

80、r modify it</p><p>　　Provide other students with the opportunity to respond. Before doing it, teachers should remember to thank the former students to answer and encourage him to think the question in other

81、way.</p><p>　　8. Offer the right answer</p><p>　　The right answer should be clarified to state the implicit meaning the teacher wants to students to grasp. It is the final purpose of asking ques

82、tions. Without knowing the correct answer, questioning is meaningless.</p><p>　　3.5 Methods to ask questions for different levels of learners</p><p>　　In the standard of New Curriculum, teachers

83、 are required to focus on every student and pay attention to them all in the class teaching. According to it, teachers should be equal to everyone in the class and remember in mind now and then that teaching should be st

84、udent-oriented. On this aspect, we can know designing different levels of questions for different levels of students is of primary importance. Teachers had better prepare enough questions which will be used to ask differ

85、ent class student</p><p>　　When questioning, teachers had better give every student equal opportunity based on their real ability, making students make progress and attain development. Good question strategi

86、es are required to range from easy ones to difficult ones, not all too easy or too difficult for the students. If easy questions are generally accepted by students, teachers should jump to harder ones, “so that their lea

87、rners may develop higher levels of thinking to evaluate information, to achieve more, and to be more</p><p>　　3.6 Treatments of answers</p><p>　　The feedback is known as the related assessment o

88、r the comments given by the teacher after the response from the students. From the teacher's aspect, the feedback is an approach by which teachers know whether students have understood language well; while, for stude

89、nts, it does a favor to modify their words, advance the goal of language. To continue development of student responses, teachers should avoid “canned” reactions to student responses, which may send messages to students t

90、hat devalue the</p><p>　　It is better for a teacher to give the corresponding feedback on the basis of different reply. The teacher information feedback should be given suitably according to the real situati

91、on. Generally speaking, as the result of the character of the display questions, the teacher tends to judge the correctness of the reply. Then, he can perfect the reply or repeat it to consolidate students’ memories as w

92、ell as their knowledge. As to the referential question whose answer is not that fixed, the teacher</p><p>　　4. Tips for Raising Questions</p><p>　　Now that raising questions plays an important r

93、ole in teaching, teachers should be aware that the type of question asked (open or closed) pitches it at certain levels. (Fiona R Lake, 2005:128) And promote thinking and problem-solving by focusing on what learners don’

94、t know (areas of uncertainty) rather than what they do know (factual recall). What’s more, teacher should establish a supportive environment in which everyone can say ‘I don’t know’, even the teacher.</p><p>

95、;　　Some important tips we should not ignore whenever teachers raise questions:</p><p>　　1. The choice of words used in the questions should be clear and specific. Thus, students can clearly know what the req

96、uirement is and try to find the relevant answer.</p><p>　　2. The questions are related to the knowledge the students already have in their mind and remind them of the past experience. Through combining the n

97、ew knowledge with the old, students can figure out the content better and with fewer endeavors.</p><p>　　3. When teaching a concept, it’s better for teachers to apply variation, which is a term derived from

98、psychology and means reveal the essence of the concepts for students to grasp the innate characteristics. Design variant practice reasonably is also advocated.</p><p>　　4. The questions should be directed at

99、 all the students, not only part of them, to arouse their initiative and positivity and let all of them participate in the classroom.</p><p>　　5. Take the difference of students’ elementary knowledge, abilit