高中英语阅读课堂教师提问策略对学生应答的影响研究

发布时间：2018-01-05 23:23

  本文关键词：高中英语阅读课堂教师提问策略对学生应答的影响研究　出处：《重庆师范大学》2017年硕士论文　论文类型：学位论文

  更多相关文章： 英语阅读课堂 教师提问策略 学生应答

【摘要】：英语阅读课堂上,教师经常以提问的方式检查学生对文章的理解程度并对学生进行一定的语言输入,同时学生以应答老师提问的形式进行语言输出,师生问答形式在很大程度上对二语语言习得起促进作用。本论文重点研究教师提问策略对学生应答的影响,试图解决以下三个问题:1)高中英语阅读课中教师提问类型对学生应答语言构成和应答积极性有何影响?2)高中英语阅读课中教师导答策略对学生应答成功率有何影响?3)高中英语阅读课中教师理答策略对学生应答成功率有何影响?本论文以Krashen的输入假说、Long的互动假说和Swan的输出假说为理论基础,以渑池第一高级中学高二年级6名英语老师及其所带的六个班级的312名学生为研究对象,进行了为期两个月的课堂观察和记录,并从每个班级中选取一节时长为45分钟的阅读课进行转码,然后对312名学生和高二英语组的13名教师进行了问卷调查。研究发现:1)教师提问类型对学生的应答语言构成和应答积极性都有显著影响。展示性问题中,学生多以单词、短语的语言方式进行应答,参考性问题中,学生的应答语言构成以简单句为主,因此参考性问题在促进学生的语言输出上更为有效。提问类型对学生应答积极性的影响是:常识性问题对学生的应答积极性影响最大,语言知识问题对学生的应答积极性影响最小。2)导答策略对学生应答成功率有显著影响。在引导学生成功应答方面,诱导策略最为有效,其次是提示策略,重复策略对学生应答成功率的影响最小。3)高中英语阅读课中教师理答策略对学生应答有重要作用。正反馈策略的使用不受提问类型的影响,负反馈策略的使用在不同的提问类型下有不同的特点。展示性问题中,教师最常使用的负反馈策略是直接打断并纠错,参考性问题中,教师多采用引导学生自己纠错的策略,且在帮助学生成功应答方面,该策略最为有效,而直接打断并纠错策略对学生帮助不大。
[Abstract]:English reading class, the teacher often asked the way to check the students' understanding of the article and the language input for students, and students' language output in response to the teacher in the form of a question, answer the teacher's questions form to promote two language acquisition in a large extent. This paper focuses on the study of influence of questioning strategies of teachers student response, to answer the following three questions: 1) high school English reading class teacher questioning type's influence on the students' response and response positive language? 2) in the teacher guide a strategy on students' response to the impact of the success rate of senior high school English reading? 3) in the teacher answer strategies for students the success rate of the impact response of senior high school English reading? In this paper, Krashen's input hypothesis, output hypothesis and interaction hypothesis and Swan Long as the theoretical basis, to the Mianchi first senior middle school Gao Ernian Grade 6 English teachers and six classes with 312 students as the research object, the classroom observation and recording for a period of two months, and selected from each class is 45 minutes long reading transcoding section, and then conducted a questionnaire survey on 312 students and senior high school English group the 13 teachers. The study found: 1) have a significant impact on the type of teachers' questioning response on students' linguistic structure and response enthusiasm. Display questions, many students in the word, phrase language to answer, referential questions, answer language students formed by simple sentences, so reference the problems in promoting students' language output is more effective. Effects of types of questions on students' response motivation is the biggest influence: the common problems on students' response enthusiasm, knowledge of the language question answering positive influences on students of the.2 Guide) A strategy on students' response success rate has significant effects in guiding the students to successfully answer, guidance strategy is most effective, followed by prompt strategy, minimum.3 effect of repeated strategy on students' response success rate) in the teacher answer strategy has important effect on the students' responses to English reading in senior high school. The positive feedback strategy use affected by the types of questions and negative feedback strategy in the use of different types of questions have different characteristics. Display questions, negative feedback strategies most frequently used by teachers is directly interrupted and error correction, referential questions, teachers guide the students themselves using error correction strategies, and help students succeed in response. This strategy is most effective, and direct interrupt and error correction strategies for students with little help.

【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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