高中英语课堂中教师提问对学生口语输出影响的研究

发布时间：2018-04-22 01:35

本文选题：教师提问 + 问题类型　；参考：《西北师范大学》2015年硕士论文

【摘要】：适当而有效的教师提问可以促进学生成功的口语输出,实现培养学生语言交际能力的目标。因此,外语教师提问受到了国内外许多研究者的关注。其中,国外的大多数研究集中于对教师提问行为的不同方面,而国内对于教师提问的研究起步相对较晚,大多数研究集中于大学英语课堂教师提问,尤其是阅读课的研究较多,而且对于教师提问与学生口语输出的关系的研究明显不足,尤其是对于高中英语课堂中教师提问与学生口语输出关系的研究更是甚少。因此,本文有必要对高中英语课堂中教师提问对学生口语输出的影响展开深入的研究。本研究以Krashen的输入假设,Swain的输出假设和Long互动假设为理论基础,从教师提问的问题类型、提问策略两个维度旨在了解高中英语教师在课堂上对问题类型、提问策略的运用情况；学生期望教师采用哪种问题类型以及提问策略；教师提问对学生口语输出的影响。针对以上研究目的,本研究提出以下三个研究问题：(1)高中英语课堂中教师对于问题类型和提问策略的运用情况如何?学生期望教师采用哪种问题类型和提问策略?(2)在所观察的英语课堂上,展示性问题和参考性问题的频次是多少?不同的提问类型对学生口语输出的影响是什么?(3)在所观察的英语课堂上,不同的提问策略使用的频次是多少?不同的提问策略对学生口语输出的影响是什么?本研究以甘肃省金昌市第一中学的一位高二的英语教师以及他所教的两个班的137名学生为研究对象,采用的研究方法有问卷调查、课堂观察以及录像。作者观察了该老师的20节英语课,并对其中的4节课进行了课堂录像,课堂录像结束之后对录像材料进行文字转写,然后以问题类型和提问策略为两个维度对转写的材料进行分类整理,接着以学生回答语句的长度和复杂度两方面利用SPSS工具对学生的口语输出进行统计分析。此外,本研究还对该教师所教的两个班的137名学生进行问卷调查。最后通过SPSS软件对所有数据进行统计分析后,得出以下结果：第一,在高中英语课堂上教师提问倾向于展示性问题,即展示性问题多于参考性问题；在提问策略上,在教师使用的四种提问策略：促发、探究、自我解释和转引中,自我解释策略占大多数；然而,对于学生对教师提问的期望,学生希望教师在课堂上提的参考性问题多于展示性问题,同时学生希望教师更多的使用探究和促发的提问策略。第二,高中英语课堂中教师提问对学生口语输出的影响主要表现在：对于问题类型而言,展示性问题和参考性问题两者都能促进学生的口语输出,但两者在口语输出的长度和复杂度上存在明显的差别,即学生对于参考性问题的口语输出要比展示性问题的口语输出在长度上更长和结构上更复杂；对于提问策略而言,四种提问策略都可以促进学生的口语输出,但学生对于探究和促发策略的口语输出比自我解释和转引的口语输出更长和更复杂,自我解释和转引策略没有明显的区别,即探究和促发策略更有利于学生成功的口语输出。本研究最后分析了该研究带来的教育启示和研究的局限性,并对未来关于教师课堂提问研究提出了一些建议。由于一些客观因素的困难,作者的能力有限以及作者缺乏足够的教学经验,该研究还存在一些不足,因此有关高中英语课堂中教师提问对学生口语输出影响的课题还有待进一步研究。
[Abstract]:Appropriate and effective teacher questioning can promote the students' successful oral output and achieve the goal of cultivating students' communicative competence. Therefore, foreign language teachers' questions have been paid attention to by many researchers at home and abroad. The start is relatively late, most of the studies are focused on College English classroom teachers' questions, especially in the reading class, and the research on the relationship between teachers' questions and students' oral output is obviously insufficient. Especially, there is little research on the relationship between teachers' questions and students' oral output in high school English classes. This study is based on the Krashen input hypothesis, the Swain output hypothesis and the Long interaction hypothesis as the theoretical basis. The two dimensions of the question type and the question strategy are designed to solve the problem types of high school English teachers in the classroom. The application of question strategy; what kind of question type and question strategy are the students expect to use for teachers; the effect of teacher questioning on students' oral output. In view of the above research purposes, the following three research questions are put forward: (1) how do teachers use problem type and question strategy in high school English class? Student period What kind of question type and question strategy do teachers use? (2) what are the frequency of display and reference problems in the English classroom observed? What are the effects of different types of questions on students' oral output? (3) how often are the frequency of different questioning strategies in the English classroom observed? Different questioning strategies What is the impact of the students' oral output? This study is based on a senior two English teacher in Jinchang No. 1 middle school in Gansu and 137 students in his two class. The research methods used are questionnaire survey, classroom observation and video. The author observed the teacher's 20 English classes and 4 of them. In the classroom video, the video materials are transcribed after the end of the class video. Then the transcripts are classified by the two dimensions of the question type and the question strategy. Then, the students' oral output is statistically analyzed by using the SPSS tool in two aspects of the length and complexity of the students' answer sentences. A questionnaire survey was carried out on 137 students of two classes taught by the teacher. Finally, after statistical analysis of all the data by SPSS software, the following results were obtained: first, teachers' questions in senior high school English class tended to display questions, that is, more display questions than reference questions, and the four teachers used in the question strategy. The strategy of asking questions: promoting, exploring, self explaining and introducing, self explanatory strategies are the majority; however, for students' expectations of teachers' questions, students hope that teachers have more reference questions in class than display questions, and students want teachers to make more inquiring and promoting questioning strategies. Second, high school English class. The influence of teachers' questions on students' oral output is mainly manifested in the following: for the type of the problem, both the display and the reference problems can promote the students' oral output, but there is a significant difference in the length and complexity of the oral output, that is, the students' oral output for the reference problem is more than the display question. The oral output of the problem is longer in length and more complex in structure; for the question strategy, the four kinds of questioning strategies can promote the students' oral output, but the students' oral output is longer and more complex than the self interpretation and the diversion, and there is no obvious difference between the self interpretation and the diversion strategy. The research and promotion strategies are more conducive to the successful oral output of the students. This study finally analyzes the educational implications and limitations of the study, and puts forward some suggestions for future research on teacher questioning. There are still some shortcomings in this study. Therefore, the topic of teacher questioning affecting oral English output in high school English classroom remains to be further studied.

【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【相似文献】