摘要
教师提问是外语课堂互动的主要手段。提问的模式与回应效果直接关联。对两位大学英语教师的课堂提问进行实证研究。通过定量、定性两种方法的分析研究发现我校英语课堂教师提问的模式以展示性问题为主,即多以诱导、检查学生对授课内容的理解,鼓励学生参与课堂活动为目的,以参考性问题为次,即以培养学生独立思维为目的的问题在使用频率上少于展示性问题。两种提问模式都能起到促进学生语言习得的积极作用。
Teacher questioning is one of the important components of classroom interaction,and the mode of questioning has direct relationship with its response and language acquisition.This paper demonstrates the data drawn from two EFL teachers in Hebei United University on their questioning modes and the responses and effects.The qualitative and quantitative analysis shows that display question is preferred to referential question in these two teachers＇ classes,which means questions are raised more often for leading students to understand the contents of the text or to check teaching results,or to draw students＇ attention to participate and interact the class rather than for cultivating students＇ critical and creative thinking.Both referential questions and displaying questions show positive and negative effects in promoting language acquisition.
出处
《河北理工大学学报（社会科学版）》
2011年第3期200-202,216,共4页
Journal of Hebei Polytechnic University:Social Science Edition
关键词
提问模式
展示性问题
参考性问题
课堂互动
语言习得
questioning mode
display question
referential question
classroom interaction
language acquisition
