初中英语阅读课堂中教师提问对学生口语输出复杂度的影响

发布时间：2021-03-31 02:48

　　教师提问是课堂教学中广泛采用的一种互动模式,这种模式可提高学生参与课堂的积极性,能为学生运用目标语言表达观点提供良好的机会,从而提高学生的口语输出能力。本文以骏景中学初一年级的两个班级的学生为研究对象,通过课堂观察、问卷调查与访谈的方法对初中英语阅读课堂教师提问的现状以及与学生口语输出复杂度的关系展开研究。本研究以Krashen的输入假设,Swain的输出假设以及Long的互动假设为理论基础,分别从教师提问类型、等待时间、提问策略三个维度研究初中英语教师的课堂提问情况以及对学生口语输出的复杂度的影响。本研究一共有三个研究问题,分别为:1)参考性问题和展示性问题对学生口语输出复杂度有什么影响?2)不同时间段的等待时间对学生口语输出复杂度有什么影响?3)教师使用的提问策略对学生口语输出复杂度有什么影响?研究结果与启示如下:1)教师在英语阅读课堂上使用的参考性问题远远多于展示性问题,参考性问题更利于学生口语的输出,而展示性问题不利于学生输出更长、更复杂的句子。因此,教师要增加提问参考性问题的频率,引导学生输出更更长、更复杂的句子,以达到真正意义上的交流。2)研究发现,当老师提出问题后,留给学... 

【文章来源】：广东技术师范大学广东省

【文章页数】：87 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Study
        1.2.1 Purpose of the Study
        1.2.2 Significance of the Study
    1.3 Overall Structure of the Study
Chapter 2 Literature Review
    2.1 Definition of Teachers' Questions in the Classroom
    2.2 Previous Studies on Teachers’ Questioning at Home and Abroad
        2.2.1 Previous Studies on Teachers’ Questioning Abroad
        2.2.2 Previous Studies on Teachers’ Questioning at Home
        2.2.3 Functions of Teachers’ Questions
    2.3 Review of Oral Output Studies
        2.3.1 Definition of Oral Output
        2.3.2 Previous Studies of Oral Output Studies at Home and Abroad
        2.3.3 Studies on the Influencing Factors of Oral English Output
    2.4 Theoretical Basis
        2.4.1 Comprehensible Input Hypothesis
        2.4.2 Output Hypothesis
        2.4.3 Interaction Hypothesis
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Audio-recording
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Research Procedures
Chapter 4 Data Collection and Analysis
    4.1 Ratios of Question Types and Effects on the Complexity of Students’ Oral English Output
        4.1.1 Ratios of Display Questions and Referential Questions Based on the Classroom Observation
        4.1.2 Effects on the Syntactic Complexity of Students’ Oral English Output Based on Classroom Observation
        4.1.3 Ratios of Display Questions and Referential Questions Based on Questionnaire
        4.1.4 Effects on the Syntactic Complexity of Students’ Oral English Output Based on Questionnaire
        4.1.5 Effects on the Syntactic Complexity of Students’ Oral English Output Based on the Interview
        4.1.6 Discussion of Effects of Question Types on Complexity of Students’ Oral English Output
    4.2 Ratios of Wait-time and Effects on the Complexity of Students’ Oral English Output
        4.2.1 Ratios of Wait-time Based on the Classroom Observation
        4.2.2 Effects on the Syntactic Complexity of Students’ Oral English Output Based on Classroom Observation
        4.2.3 Ratios of Wait-time Based on Questionnaire
        4.2.4 Effects on the Syntactic Complexity of Students’ Oral English Output Based on the Interview
        4.2.5 Discussion of Effects of Wait-time on Complexity of Students’ English Oral English Output
    4.3 Ratios of Question Strategies and Effects on the Complexity of Students’ Oral English Output
        4.3.1 Ratios of Question Strategies Based on the Classroom Observation
        4.3.2 Effects on the Syntactic Complexity of Students’ Oral English Output Based on Classroom Observation
        4.3.3 Ratios of Question Strategies Based on Questionnaire
        4.3.4 Effects on the Syntactic Complexity of Students’ Oral English Output Based on the Interview
        4.3.5 Discussion of Effects of Question Strategies on Complexity of Students’ Oral English Output
    4.4 Major Findings of Present Study
Chapter 5 Conclusion
    5.1 Pedagogical Implications from the Study
    5.2 Limitations of Present Study and Suggestions for Future Research
        5.2.1 Limitations of Present Study
        5.2.2 Suggestions for Future Research
References
AppendixⅠ
Appendix Ⅱ
Appendix Ⅲ
Acknowledgements
学位论文数据集表


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