TheAnalysisOnTeacherQuesioningMehodsinEnglishClassroom英语教师课堂提问艺术分析_开题报告

Etymologically, the word question comes from the Latin verb quaere which means to seek. Words like acquire, inquire, require which include the meaning to gain something from the others have the same root with question. Broadly speaking, a question is “a sentence which is addressed to a listener/reader and asks for an expression of fact, opinion, belief, etc.” (Richards et al. 379)

At present in China, most students learn English from their teachers in classrooms. So in EFL teaching, the importance of classroom interaction is self-evident. On the one hand, English teaching happens through a process of live person-to-person interaction. On the other hand, the classroom is a place where interactions of various kinds take place. “Among the various kinds of interactions, teacher questioning and student answering is the most important aspect and the subject of this thesis.”(王才仁 172) 

“At every stage in our education, questions are the core element around which all communication between teacher and students takes place.”(Dillon, 134) Questions serve as a fundamental tool of teaching and lie at the very heart of developing critical thinking abilities in students. Because of the role, it is important that teachers find ways to improve the use of questions and it is important for us to conduct research into this phenomenon. 

   To be specific, three reasons account for why I choose teacher questioning as the topic of my paper. The first reason is that, teacher questioning plays an important role in the comprehensible input and the opportunities for output production that students will receive. And these two conditions are considered theoretically important for English teaching and learning. Studies of teacher questions will contribute to a better understanding of how English is learned, especially through conversational interaction in the classrooms. Discussed is the need for teachers to improve their effectiveness in classroom skills such as questioning techniques.( Wilen, W.)

At present, most, if not all, of the English learners are not satisfied with the English education they are receiving from their teachers. “As an important part of classroom interaction, teacher questioning is also an area they are complaining about. Studies of teacher questioning will to some extent meet the learners’demands.”(金传宝 40)  

The third reason is that studies of teacher questioning will contribute to English teacher education. “Teacher questioning has been identified as one factor that enables effective teaching practices to be distinguished from ineffective ones.”(Stevens, 62) By investigating English teachers’ questioning behaviors, this study will provide some insights into effective questioning practices for English teaching.

Classroom questions represent a potentially powerful tool for interacting with students and stimulating critical thinking. However, the efficacy of the question-and-answer approach to teaching is influenced by many factors, such as the type and cognitive level of questions asked as well as students' response time. (Journal on Excellence in College Teaching, v24 n1 p105-122 2013),which is worth being further discussed.

二、^范文提纲

Contents

AbstractI

ContentsI

Introduction1

1. The principles and aims of teacher questioning in English classroom2

1.1 The principles of teacher questioning in English classroom2

1.2 The aims of teacher questioning in English classroom2

1.3 Teacher’s questioning strategies2

2. Principles of teacher questioning3

2.1 Principle of arousing the students’ interests3

2.2 Principle of motivating active thinking3

2.3 Principle of commanding acceptable difficulty3

3 Suggestions.4

3.1 Suggestions on teacher’s question-raising4

3.1.1 What to ask4

3.1.2 Whom to ask 4

3.1.3 How to ask 4

3.2 Suggestions on teacher’s feedback4

3.2.1 Verbal feedback4

3.2.2 Non-verbal feedback 4

3.3 Strategy on teacher’s encouraging students as questioners4

4 .Conclusion9

References10

三、参考文献

References

著作：

1.《英语新课程标准》，北京师范大学出版社

2. Stevens, R. The Question as a Means of Efficiency in Instruction: A Critical Study of Classroom Practice. New York: Teachers College, Columbia University, 1912.

3. Sanders, N. M. Classroom questions: What kinds? New York: Harper & Row, 1966.

4. Dillon, J. T. Questioning and Teaching. New South Wales: Croom Helm Ltd., 1988.

5. Wilen, W. Questioning Skills for Teachers. 2nd ed. Washington, DC: National Education Association, 1991.

6. Richards, J. C. Longman Dictionary of Language Teaching & Applied Linguistics. Beijing: Foreign Language Teaching and Research Press, 2000.

7. 王笃勤． 英语教学策略论[M]． 北京: 外语教学与研究出版社, 2002．

8. Harmer, J. How to Teach English. Beijing: Foreign Language Teaching and Research Press, 2003.

9. 刘培芳． 英语课堂提问与答问策略[J]． 基础教育外语教学研究, 2004, (1)．

10. 王媛． 提问策略在英语教学中的应用[J]． 中小学外语教学,2004 (3)．