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摘要教师提问作为课堂师生互动的主要形式，是影响教师教学和学生学习效果的重要因素。本研究采用课堂录音和问卷调查的方法，探讨了理工大学英语专业三位精读课教师的课堂提问模式，从提问问题的数量、提问问题的类型、提问后的等候时间、提问的分配、提问技巧的运用、反馈形式与提问的回应方式等方面考察教师的课堂提问情况。同时，本研究引入语用身份的概念，解释特定情境下的教师提问话语及其对提问效果的影响。本研究有助于增强教师提问的有效性，提高外语课堂组织与教学效果,促进英语习得者课堂参与度和二语习得。22688
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关键词 教师提问 反馈 语用身份
毕业论文外文摘要
Title An Investigation on Teachers’ Questioning Strategies
in English Majors’ Classroom
Abstract
As the major tool for facilitating teacher-students interactions, teachers’ questioning has a great effect on teachers’ teaching and students’ learning effects. The present study, adopting recording and questionnaire, investigated questioning strategies of three intensive reading English teachers for English majors from school of Foreign studies, Nanjing University of Science and Technology. Teachers’ questioning was investigated from the following aspects: the amount of teachers’ questioning, the types of teachers’ questions, teachers’ wait-time for answers, teachers’ questioning distribution, the techniques of teachers’ questioning, reflection of questioning and teachers’ feedbacks to students’ responses. Meanwhile, the present study introduced “pragmatic identity” to explain teachers’ questioning strategies for some situated communicative acts and its effects on teaching. The present study attempts to strengthen the effectiveness of teachers’ questioning, improves classroom teaching and organization, facilitates English majors’ participation and enhances students’ second language acquisition.
Keywords Teachers’ Questioning Feedback Pragmatic Identity
Table of Contents
1 Introduction 1
1.1 Research Background 1
1.2 Purpose and Significance of the Research 2
1.3 Theoretical Basis of the Research 2
1.4 Layout of the Thesis 3
2 Literature Review 4
2.1 Definition of Teachers’ Questioning 4
2.2 Previous Studies on Teachers’ Classroom Questioning 5
2.3 Studies on Teachers’ Pragmatic Identities in Classroom 8
2.4 Brief Summary 9
3 Research Design 9
3.1 Research Questions 9
3.2 Data Collection 10
3.3 Data Analysis 10
4 Findings and Discussion 11
4.1Types of Questions 11
4.2 Questioning and Feedbacks 15
4.3 Analysis of Teachers’ Pragmatic Identity in Questioning Process 23
5 Conclusion 31
5.1 Major Findings 31
5.2 Implications of the Study 32
5.3 Limitations 33
5.4 Recommendations for Further Research 33
Acknowledgments 35
Bibliography 36
AppendixⅠ 39
Appendix Ⅱ 41
Table 1 Frequency of different questions used by the 3 teachers 12
Table 2 Wait-time of the 3 teachers 16
Table 3 Questioning techniques used by the 3 teachers 17