高中英语阅读课教师提问类型对学生口语输出的影响研究

发布时间：2024-06-03 01:12

　　随着教学方法从听说教学法转向交际语言教学法,语言的交际功能在实际中的应用也变得越来越重要。在中国,英语课堂是语言学习的主要来源。教师的提问在英语教学中发挥着重要的作用,教师在课堂上有效的提问行为能引发学生的思考,鼓励学生口语输出,然而,在实际的中学课堂教学过程中,这种最常用的教学方式却被轻视与忽略了。教师提问涉及许多方面,本文拟研究高中教师提问类型对学生口语输出的影响,旨在帮助教师发现英语阅读课上教师提问存在的问题,提高其提问技巧,促进学生口语输出。本研究以基于Krashen输入假说、Swain输出假说、Long互动理论,采用案例研究方法,通过课堂观察、转写和访谈的研究工具拟对新疆伊宁市第三中学三个普通班的三位英语教师课堂提问类型对其学生的口语输出的影响展开研究,旨在回答以下三个研究问题:1.在高中英语阅读课上教师提问常常有哪些类型?在高中英语阅读课上的不同提问类型的分布情况如何?2.学生口语输出的语符量与教师提问类型之间的关系是什么?3.教师的提问类型如何影响学生口语输出的复杂性?研究结果表明,首先,在高中英语阅读课上,从问题的功能来讲,教师往往会提出事实性问题,紧随其后的是推理性问...

【文章页数】：64 页

【学位级别】：硕士

【文章目录】：
Acknowledgement
Abstract
摘要
1. Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
2. Literature Review
    2.1 Relevant Concepts
        2.1.1 Concepts of teachers’ questions
        2.1.2 Oral output
        2.1.3 English Reading
        2.1.4 Classification of teachers’ questions
    2.2 Theoretical Basis
        2.2.1 Krashen’s (1982) input hypothesis
        2.2.2 Merrill Swain’s output hypothesis
        2.2.3 Interaction theory
    2.3 Researches of the influence of teachers’ questioning types on oral output abroad and at home
        2.3.1 Researches of the influence of teachers’ questioning types on oral output abroad
        2.3.2 Researches of the influence of teachers’ questioning types on oral output at Home
        2.3.3 Limitations of Previous Researches
3. Research Methods
    3.1 Research Aim
    3.2 Research Questions
    3.3 Research subject
    3.4 Research Instruments
        3.4.1 Video Recorder
        3.4.2 Observation Sheets
        3.4.3 Interview
    3.5 Research Procedure
        3.5.1 Data Collection
        3.5.2 Data Analysis
4. Result and Discussion
    4.1 Teachers’ Questioning Types and Distribution of Questioning Types
        4.1.1 Classification of Teachers’ Questions Based on the Functions and the Contents
        4.1.2 Distribution of Teachers’ Questioning Types
        4.1.3 Discussion of Distribution of Teachers’ Questioning Types
    4.2 Influence of Questioning Types on Tokens of Students’ Oral Output
        4.2.1 Result of the Influence on the Tokens of Students' Oral Output
        4.2.2 Discussion of the Influence on the Token of Students' Oral Output
    4.3 Influence of Questioning Types on Syntactic Complexity of Students’ Oral Output
        4.3.1 Result of Influence on Syntactic Complexity of Students’ Oral Output
        4.3.2 Discussion of the Influences on Syntactic Complexity of Students’ oral output
5. Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of the Study
    5.4 Suggestions for further research
References
Appendix I
Appendix II
Appendix III
Appendix IV
附件



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