Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK a...Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK and interview of English teachers, this thesis investigates the types, functions and answer-seeking strategies used by EFL teachers.展开更多
Teachers’questioning is one of the crucial means for classroom interaction.This study attempts to explore teachers’questioning strategies in reading class from the perspective of Adaptation Theory.It is found that t...Teachers’questioning is one of the crucial means for classroom interaction.This study attempts to explore teachers’questioning strategies in reading class from the perspective of Adaptation Theory.It is found that the effective questioning can be realized in teachers’adaptation to their roles,the features of students and the features of reading courses.展开更多
Teacher questioning strategy is one of popular teaching method in teaching practice.The teachers and students of college English course II was taken as investigate objects in this study.This study will focus on the pr...Teacher questioning strategy is one of popular teaching method in teaching practice.The teachers and students of college English course II was taken as investigate objects in this study.This study will focus on the problems of questioning frequency,questioning types,questioning strategies,waiting time and students’response to deeply study this situation.Through the data collection and analysis,the researcher hopes the study will deeply reveal the real situation of teacher questioning usage in Honghe University.Some referential suggestions will be offered to the college English teachers for their future teaching.展开更多
In learner-centered classroom,teachers' questioning serves as very important stimuli to foster students' participation in classroom interaction.A classroom full of active interactions is an ideal environment f...In learner-centered classroom,teachers' questioning serves as very important stimuli to foster students' participation in classroom interaction.A classroom full of active interactions is an ideal environment for foreign language acquisition(FLA).Questioning is a critical strategy for the instructors to engage students in reading activities so as to help them build the habit of independent learning.展开更多
This empirical study intends to explore the questioning behaviors of an English as a second language(hereinafter referred to as ESL)teacher in Hong Kong by quantitatively looking at the distribution of the two types o...This empirical study intends to explore the questioning behaviors of an English as a second language(hereinafter referred to as ESL)teacher in Hong Kong by quantitatively looking at the distribution of the two types of questions,namely display questions and referential questions,as well as by qualitatively evaluating the universally accepted functions of the questions and the effectiveness of the modification techniques used to enhance the factual value of the questions.Data-based explorations challenging the traditional views toward questions are critically presented,and new findings are excavated and advocated.Pedagogical implications are considerably raised as they serve as a theoretical framework to be applied and further analyzed in future real-life EFL and ESL settings,so as to realize better assessment for learning.展开更多
In order to improve the students’ language competence,the author paid much attention to the students’ questioning practice.It,to some extent,turns out to be an effective method to train the students to use appropria...In order to improve the students’ language competence,the author paid much attention to the students’ questioning practice.It,to some extent,turns out to be an effective method to train the students to use appropriate language grammatically and sociallinguistically.展开更多
Questioning is a indispensible part of classroom teaching and a measurement of classroom performance in our vocational college. But there is not enough importance had attached on it in the author's class. In this ...Questioning is a indispensible part of classroom teaching and a measurement of classroom performance in our vocational college. But there is not enough importance had attached on it in the author's class. In this essay,the author researched on previous theories and peer studies on questioning,in accordance on the specific situation of our college,trying to figure out how to improve the questioning behavior in the class.展开更多
here is no doubt that teacher’s language has deep effects on the EFL classroom language teaching.To make a further explanation about how and why important teacher’s language is,this paper intends to make more clear ...here is no doubt that teacher’s language has deep effects on the EFL classroom language teaching.To make a further explanation about how and why important teacher’s language is,this paper intends to make more clear elucidation about its strategies according to the following specific parts.展开更多
This study investigates the effects of TBLT reform in Higher Vocational Colleges from the perspective of questioning styles.It employs three methods to collect data:classroom observation,semi-structured interviews and...This study investigates the effects of TBLT reform in Higher Vocational Colleges from the perspective of questioning styles.It employs three methods to collect data:classroom observation,semi-structured interviews and focus group discussion with eight English teachers and their 384 non-English major students from three Higher Vocational Colleges in Guangdong.The results indicated that the teachers assigned students different tasks to perform in class.They seemed to be adopting the TBLT approach,but their English classes were not totally different from the teacher-centered grammar-focused lessons,the student-centered or communicative lessons.展开更多
Utilizing arguments imbedded in the pragmatist and hermeneutic traditions, the conclusion emerges that genuinely understanding opposing points of view requires a penetrating and sustained questioning process that find...Utilizing arguments imbedded in the pragmatist and hermeneutic traditions, the conclusion emerges that genuinely understanding opposing points of view requires a penetrating and sustained questioning process that finds relief only when the justificatory background material of the other nibbles at the certainty of one＇s own position. The implications of the edict that one ought to question to hesitation are then explored, namely, that （1） it suggests what kind of questioning is the right kind of qteestioning, （2） it suggests a redefinition of what counts as ＂respect for persons,＂ and （3） it challenges the common assumption that the efficacy of communal inquiry is self-fulfilling and self-regulating, and suggests, by contrast, that facilitators ought to be far more prepared to engage in questioning to hesitation.展开更多
Interaction is an important standard to detect teachers＇ teaching quality and effect in college English classroom teaching and is the most eagerly expected by all English teachers. During the process of classroom tea...Interaction is an important standard to detect teachers＇ teaching quality and effect in college English classroom teaching and is the most eagerly expected by all English teachers. During the process of classroom teaching, bad interaction or failure of interaction often makes teachers frustrated. One of the major reasons is that they ask improper questions in class. The purpose of this paper focuses on the skills of raising effective questions by teachers in order to produce good interaction from students. The method to achieve this purpose is by introducing Socratic Questioning method, which is showed by teachers＇ narrative research based on the author＇s own real classroom teaching with detailed explanation. The result of the experiment shows that Socratic Questioning method is not only a good example of effective questioning but also produces sufficient interaction between teacher-to-students and students-to-students. Generally speaking, this paper expects to have contribution to the effect of interaction so as to help more college English teachers have more excellent classroom teaching.展开更多
This essay presents a study of teacher questioning in interactive English classroom. Interaction plays a key role in second language classroom. Teacher questioning, as one of the teacher initiating activities, could f...This essay presents a study of teacher questioning in interactive English classroom. Interaction plays a key role in second language classroom. Teacher questioning, as one of the teacher initiating activities, could facilitate students＇ language acquisition by asking questions and initiating responses from students. In this essay, two samples of teacher questions were looked into to find out the types, purposes and effectiveness of teacher questions. It was found that the experienced teacher was better at employing teacher questions for interaction than the student teacher. Both of them should improve the questions they asked in classroom. More effective teacher questioning should be introduced according to specific language learning environment by referring to the cognitive level of the students and more opportunities and motivation should be provided for students＇ response.展开更多
Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK a...Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK and interview of English teachers, this thesis investigates the types, functions and answer-seeking strategies used by EFL teachers.展开更多
This paper mainly deals with the application of questioning strategy in English reading teaching.As one of the most useful methods,teachers usually attach great importance to questioning,which is proved to be very eff...This paper mainly deals with the application of questioning strategy in English reading teaching.As one of the most useful methods,teachers usually attach great importance to questioning,which is proved to be very effective in teaching.展开更多
AMY.B.M.TSUI thinks that most of the interactive learning starts with the teachers' questioning. Richard and Lockart(1994) think that the proper questioning can help the students to acquire the second language. Ji...AMY.B.M.TSUI thinks that most of the interactive learning starts with the teachers' questioning. Richard and Lockart(1994) think that the proper questioning can help the students to acquire the second language. Jin Chuanbao(1997) even thinks that the questioning process of the teachers should become the core of the class. Though almost all of the teachers are questioning, they know little about the questioning strategies. In this case, it is urgent to study this subject. The present study reveals some problems of four teachers' questioning strategies in Junior Middle School. I hope some helpful ideas can be found in the thesis.展开更多
Primary school Chinese is an important subject to cultivate students cultural quality. Questioning teaching can improve students thinking ability, expression ability and promote students to form Chinese core quality. ...Primary school Chinese is an important subject to cultivate students cultural quality. Questioning teaching can improve students thinking ability, expression ability and promote students to form Chinese core quality. However, in the actual teaching process, there are some problems such as over-formalization, which will affect the teaching quality. Therefore, it is necessary to explore the art of questioning in primary Chinese classroom teaching. In primary school Chinese teaching, classroom questioning is an important link. By asking questions, teachers can master the students learning situation and the places where students still have problems, so as to facilitate teachers to adjust the teaching content in time and improve the pertinence of teaching. However, according to the current practice of Chinese teaching in primary schools, teachers have not really brought the value of questioning into play, so that there are some deficiencies in classroom questioning in Chinese teaching. Under this educational form, it is necessary to explore effective questioning methods in Chinese teaching in primary schools.展开更多
The application of questioning as a teaching tool has always been considered as a main part of the teaching process.Based on the viewpoint of several researchers,a survey was conducted on the application of different ...The application of questioning as a teaching tool has always been considered as a main part of the teaching process.Based on the viewpoint of several researchers,a survey was conducted on the application of different questioning strategies by Chinese and foreign EFL teachers in a middle school,in order to determine their effects on students’language learning output and propose measures to optimize Chinese teachers’questioning strategies for improving students’learning efficiency.This research provides preliminary results based on the data collected from the video recordings of class sessions,a questionnaire,and an interview.According to the analysis,the questioning strategies differ between Chinese and foreign EFL teachers in many aspects,such as in information seeking,offering,modification,adjustment,feedback,and so forth.展开更多
文摘Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK and interview of English teachers, this thesis investigates the types, functions and answer-seeking strategies used by EFL teachers.
文摘Teachers’questioning is one of the crucial means for classroom interaction.This study attempts to explore teachers’questioning strategies in reading class from the perspective of Adaptation Theory.It is found that the effective questioning can be realized in teachers’adaptation to their roles,the features of students and the features of reading courses.
文摘Teacher questioning strategy is one of popular teaching method in teaching practice.The teachers and students of college English course II was taken as investigate objects in this study.This study will focus on the problems of questioning frequency,questioning types,questioning strategies,waiting time and students’response to deeply study this situation.Through the data collection and analysis,the researcher hopes the study will deeply reveal the real situation of teacher questioning usage in Honghe University.Some referential suggestions will be offered to the college English teachers for their future teaching.
文摘In learner-centered classroom,teachers' questioning serves as very important stimuli to foster students' participation in classroom interaction.A classroom full of active interactions is an ideal environment for foreign language acquisition(FLA).Questioning is a critical strategy for the instructors to engage students in reading activities so as to help them build the habit of independent learning.
文摘This empirical study intends to explore the questioning behaviors of an English as a second language(hereinafter referred to as ESL)teacher in Hong Kong by quantitatively looking at the distribution of the two types of questions,namely display questions and referential questions,as well as by qualitatively evaluating the universally accepted functions of the questions and the effectiveness of the modification techniques used to enhance the factual value of the questions.Data-based explorations challenging the traditional views toward questions are critically presented,and new findings are excavated and advocated.Pedagogical implications are considerably raised as they serve as a theoretical framework to be applied and further analyzed in future real-life EFL and ESL settings,so as to realize better assessment for learning.
文摘In order to improve the students’ language competence,the author paid much attention to the students’ questioning practice.It,to some extent,turns out to be an effective method to train the students to use appropriate language grammatically and sociallinguistically.
文摘Questioning is a indispensible part of classroom teaching and a measurement of classroom performance in our vocational college. But there is not enough importance had attached on it in the author's class. In this essay,the author researched on previous theories and peer studies on questioning,in accordance on the specific situation of our college,trying to figure out how to improve the questioning behavior in the class.
文摘here is no doubt that teacher’s language has deep effects on the EFL classroom language teaching.To make a further explanation about how and why important teacher’s language is,this paper intends to make more clear elucidation about its strategies according to the following specific parts.
基金sponsored by the English Teaching Research Centre of Guangdong University of Foreign Studies
文摘This study investigates the effects of TBLT reform in Higher Vocational Colleges from the perspective of questioning styles.It employs three methods to collect data:classroom observation,semi-structured interviews and focus group discussion with eight English teachers and their 384 non-English major students from three Higher Vocational Colleges in Guangdong.The results indicated that the teachers assigned students different tasks to perform in class.They seemed to be adopting the TBLT approach,but their English classes were not totally different from the teacher-centered grammar-focused lessons,the student-centered or communicative lessons.
文摘Utilizing arguments imbedded in the pragmatist and hermeneutic traditions, the conclusion emerges that genuinely understanding opposing points of view requires a penetrating and sustained questioning process that finds relief only when the justificatory background material of the other nibbles at the certainty of one＇s own position. The implications of the edict that one ought to question to hesitation are then explored, namely, that （1） it suggests what kind of questioning is the right kind of qteestioning, （2） it suggests a redefinition of what counts as ＂respect for persons,＂ and （3） it challenges the common assumption that the efficacy of communal inquiry is self-fulfilling and self-regulating, and suggests, by contrast, that facilitators ought to be far more prepared to engage in questioning to hesitation.
文摘Interaction is an important standard to detect teachers＇ teaching quality and effect in college English classroom teaching and is the most eagerly expected by all English teachers. During the process of classroom teaching, bad interaction or failure of interaction often makes teachers frustrated. One of the major reasons is that they ask improper questions in class. The purpose of this paper focuses on the skills of raising effective questions by teachers in order to produce good interaction from students. The method to achieve this purpose is by introducing Socratic Questioning method, which is showed by teachers＇ narrative research based on the author＇s own real classroom teaching with detailed explanation. The result of the experiment shows that Socratic Questioning method is not only a good example of effective questioning but also produces sufficient interaction between teacher-to-students and students-to-students. Generally speaking, this paper expects to have contribution to the effect of interaction so as to help more college English teachers have more excellent classroom teaching.
文摘This essay presents a study of teacher questioning in interactive English classroom. Interaction plays a key role in second language classroom. Teacher questioning, as one of the teacher initiating activities, could facilitate students＇ language acquisition by asking questions and initiating responses from students. In this essay, two samples of teacher questions were looked into to find out the types, purposes and effectiveness of teacher questions. It was found that the experienced teacher was better at employing teacher questions for interaction than the student teacher. Both of them should improve the questions they asked in classroom. More effective teacher questioning should be introduced according to specific language learning environment by referring to the cognitive level of the students and more opportunities and motivation should be provided for students＇ response.
文摘Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK and interview of English teachers, this thesis investigates the types, functions and answer-seeking strategies used by EFL teachers.
文摘This paper mainly deals with the application of questioning strategy in English reading teaching.As one of the most useful methods,teachers usually attach great importance to questioning,which is proved to be very effective in teaching.
文摘AMY.B.M.TSUI thinks that most of the interactive learning starts with the teachers' questioning. Richard and Lockart(1994) think that the proper questioning can help the students to acquire the second language. Jin Chuanbao(1997) even thinks that the questioning process of the teachers should become the core of the class. Though almost all of the teachers are questioning, they know little about the questioning strategies. In this case, it is urgent to study this subject. The present study reveals some problems of four teachers' questioning strategies in Junior Middle School. I hope some helpful ideas can be found in the thesis.
文摘Primary school Chinese is an important subject to cultivate students cultural quality. Questioning teaching can improve students thinking ability, expression ability and promote students to form Chinese core quality. However, in the actual teaching process, there are some problems such as over-formalization, which will affect the teaching quality. Therefore, it is necessary to explore the art of questioning in primary Chinese classroom teaching. In primary school Chinese teaching, classroom questioning is an important link. By asking questions, teachers can master the students learning situation and the places where students still have problems, so as to facilitate teachers to adjust the teaching content in time and improve the pertinence of teaching. However, according to the current practice of Chinese teaching in primary schools, teachers have not really brought the value of questioning into play, so that there are some deficiencies in classroom questioning in Chinese teaching. Under this educational form, it is necessary to explore effective questioning methods in Chinese teaching in primary schools.
文摘The application of questioning as a teaching tool has always been considered as a main part of the teaching process.Based on the viewpoint of several researchers,a survey was conducted on the application of different questioning strategies by Chinese and foreign EFL teachers in a middle school,in order to determine their effects on students’language learning output and propose measures to optimize Chinese teachers’questioning strategies for improving students’learning efficiency.This research provides preliminary results based on the data collected from the video recordings of class sessions,a questionnaire,and an interview.According to the analysis,the questioning strategies differ between Chinese and foreign EFL teachers in many aspects,such as in information seeking,offering,modification,adjustment,feedback,and so forth.
