高中英语课堂教师提问类型对学生口语输出的影响研究
发布时间：2018-11-11 14:38
【摘要】：在中国,课堂是学生获取英语知识的主要来源,教师提问是课堂上必不可少的一部分。提问涉及许多方面,其中提问类型受到越来越多的关注。本研究旨在探讨高中英语教师的课堂提问类型及其对学生口语输出的影响,以启发教师通过有效的课堂提问为学生提供更多口语输出的机会。本研究以中国东部一所高级中学的六名高一英语教师及其所教的共六个班级的学生为对象,主要采用课堂观察和访谈的方法,旨在回答以下3个研究问题：(1)高中英语阅读课堂上,教师不同提问类型的使用频次如何?(2)高中英语阅读课堂上,教师的不同提问类型对学生的口语输出量有何影响?(3)高中英语阅读课堂上,教师的不同提问类型对学生口语输出的句法复杂度有何影响?本研究对每位所选教师的两节英语阅读课进行观察录音并转写以作分析。访谈的对象包括所选的六名英语教师以及所选班级的十二名学生。访谈采用半结构化的形式,用中文进行且全程录音,其结果随后被转写成英文以作为分析研究结果的辅助信息。本研究主要有以下三点发现：首先,在高中英语阅读课上,就问题的形式而言,教师提问的X类问题的频次多于翻译类问题,是否类问题和选择类问题,这主要是因为X类问题更能体现学生对文章的理解程度,且有利于提高学生的思维能力。就问题的内容而言,教师提问的课文显性问题的频次多于超越课文问题和课文隐性问题,这主要是因为在有限的课堂时间内,课文显性问题更能有效地帮助学生把握重点,理解文章的内容和结构。其次,在高中英语阅读课上,不同的教师提问类型对学生的口语输出量存在影响且不同类型之间的差异是显著的(Sig.=.000)。X类问题和课文显性问题更能促进学生产生更多的口语输出量。这主要与X类问题的形式及课文显性问题的答案来源有关。最后,在高中英语阅读课上,不同的教师提问类型对学生口语输出的句法复杂度存在影响且不同类型之间的差异是显著的(Sig.=.000)。总体而言,学生大多使用单词和短语来回答问题。而相对而言,对于是否类问题,选择类问题和课文隐性问题,学生更多使用单词或短语来回答；对于X类问题和课文显性问题,学生更多使用简单句,并列句,复杂句或并列复杂句来回答,这主要与问题的形式,学生的英语水平及其心理因素有关。基十以上调查结果,本研究为英语教学提供了一些启示。首先,高中英语教师应对不同的提问类型都有所了解,并为课堂教学有效地设计问题。在英语阅读课堂上,除了X类问题和课文显性问题,教师也应重视能够促使学生自我分析和解决问题的课文隐性问题和超越课文问题。其次,在高中英语阅读课堂上,X类问题和课文显性问题最有利于促进学生的口语输出,但同时教师也应注意到其他提问类型的影响,并考虑学生的英语水平和心理等影响因素。
[Abstract]:In China, classroom is the main source for students to acquire English knowledge. Questions involve many aspects, among which the types of questions are paid more and more attention. The purpose of this study is to explore the classroom questioning types of senior English teachers and their influence on students' oral English output in order to inspire teachers to provide more opportunities for students to output oral English through effective classroom questioning. In this study, six senior English teachers in a senior middle school in eastern China and their students in six classes were selected as subjects. The methods of classroom observation and interview were mainly used in this study. The purpose of this study is to answer the following three research questions: (1) how often do teachers use different types of questions in senior high school English reading classes? (2) in senior high school English reading classes, How does the teacher's different types of questions affect the students' oral output? (3) how does the teacher's different types of questions affect the syntactic complexity of the students' oral English output in senior high school English reading classes? In this study, the two English reading classes of each teacher were observed and recorded and analyzed. The interview included six English teachers and twelve students in the selected class. The interview was conducted in a semi-structured format and recorded in Chinese. The results were then transcribed into English as supplementary information for the analysis of the results of the study. The main findings of this study are as follows: firstly, in English reading class in senior high school, teachers ask more X questions than translation questions in terms of the form of the questions. This is mainly due to the fact that class X problems can better reflect the students' understanding of the article and help to improve the students' thinking ability. As far as the content of the questions is concerned, teachers often ask more explicit questions than the implicit ones. This is mainly due to the fact that in the limited classroom time, the explicit questions can help the students to grasp the key points more effectively. Understand the content and structure of the article. Secondly, in the high school English reading class, Different types of teacher questions have an effect on students' oral output and the differences between different types are significant (Sig.=.000). X problem and text dominance problem can promote students to produce more oral output). This is mainly related to the form of the X question and the source of the answer to the explicit question in the text. Finally, in high school English reading classes, different teachers' types of questions have an effect on the syntactic complexity of students' oral English output, and the differences between different types are significant (Sig.=.000). In general, most students use words and phrases to answer questions. On the other hand, students use more words or phrases to answer the question of whether or not to choose the class question and the implicit question of the text. For class X and text explicit questions, students use simple sentences, complex sentences or juxtaposition complex sentences to answer, which is mainly related to the form of the question, the students' English proficiency and their psychological factors. Based on the above results, this study provides some enlightenment for English teaching. First of all, English teachers in senior high school should understand different types of questions and design questions effectively for classroom teaching. In English reading class, in addition to class X problem and text explicit problem, teachers should also attach importance to the implicit problem and the transcendent problem of the text which can urge students to analyze and solve the problem. Secondly, in high school English reading class X problem and text explicit question are the most helpful to promote students' oral output, but teachers should also pay attention to the influence of other types of questions. And consider the students' English proficiency and psychological factors.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
本文编号：2325144
[Abstract]:In China, classroom is the main source for students to acquire English knowledge. Questions involve many aspects, among which the types of questions are paid more and more attention. The purpose of this study is to explore the classroom questioning types of senior English teachers and their influence on students' oral English output in order to inspire teachers to provide more opportunities for students to output oral English through effective classroom questioning. In this study, six senior English teachers in a senior middle school in eastern China and their students in six classes were selected as subjects. The methods of classroom observation and interview were mainly used in this study. The purpose of this study is to answer the following three research questions: (1) how often do teachers use different types of questions in senior high school English reading classes? (2) in senior high school English reading classes, How does the teacher's different types of questions affect the students' oral output? (3) how does the teacher's different types of questions affect the syntactic complexity of the students' oral English output in senior high school English reading classes? In this study, the two English reading classes of each teacher were observed and recorded and analyzed. The interview included six English teachers and twelve students in the selected class. The interview was conducted in a semi-structured format and recorded in Chinese. The results were then transcribed into English as supplementary information for the analysis of the results of the study. The main findings of this study are as follows: firstly, in English reading class in senior high school, teachers ask more X questions than translation questions in terms of the form of the questions. This is mainly due to the fact that class X problems can better reflect the students' understanding of the article and help to improve the students' thinking ability. As far as the content of the questions is concerned, teachers often ask more explicit questions than the implicit ones. This is mainly due to the fact that in the limited classroom time, the explicit questions can help the students to grasp the key points more effectively. Understand the content and structure of the article. Secondly, in the high school English reading class, Different types of teacher questions have an effect on students' oral output and the differences between different types are significant (Sig.=.000). X problem and text dominance problem can promote students to produce more oral output). This is mainly related to the form of the X question and the source of the answer to the explicit question in the text. Finally, in high school English reading classes, different teachers' types of questions have an effect on the syntactic complexity of students' oral English output, and the differences between different types are significant (Sig.=.000). In general, most students use words and phrases to answer questions. On the other hand, students use more words or phrases to answer the question of whether or not to choose the class question and the implicit question of the text. For class X and text explicit questions, students use simple sentences, complex sentences or juxtaposition complex sentences to answer, which is mainly related to the form of the question, the students' English proficiency and their psychological factors. Based on the above results, this study provides some enlightenment for English teaching. First of all, English teachers in senior high school should understand different types of questions and design questions effectively for classroom teaching. In English reading class, in addition to class X problem and text explicit problem, teachers should also attach importance to the implicit problem and the transcendent problem of the text which can urge students to analyze and solve the problem. Secondly, in high school English reading class X problem and text explicit question are the most helpful to promote students' oral output, but teachers should also pay attention to the influence of other types of questions. And consider the students' English proficiency and psychological factors.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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