A Study of Teacher’s Questioning Strategies in Junior English Class初中英语课堂教师提问策略研究

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1、AStudyofTeacher’sQuestioningStrategiesinJuniorEnglishClassAbstractClassroomquestioningasacommonmethodusedbyteacherswhichplaysanimportantroleinclassroomteachinganditisalsoofgreatsignificanceinbilateralactivitiesbetweenteachersandstudentsinEnglishteaching.Thestudyfirstreviewsanddescribesth

2、emainproblemsexistinginteachers’questioningstrategiesinJuniorEnglishclassbymeansofclassobservation,field-notetaking,questionnairesandirregularinterviewswiththeteachersandtheirstudents,andthenmustersthefourteachers’questioningproblemsinclassroomquestioningstrategies,forinstance,teacherste

3、ndtoaskmoredisplayandlower-levelquestionsthanreferentialandhigh-levelquestionsinJuniorschoolEnglishclass.AtlastthequestioningstrategiesarechangedinEnglishclasssoastoobservethechangeofstudents’grade,theresultsshowedthattheeffectivequestioningstrategiescanimproveteachingefficiencyandhavean

4、influenceonstudent’sgrade.Keywords:JuniorEnglishclass,typesofquestions,questioningstrategies24摘要提问作为教师常用的一种方法，在课堂教学中起着举足轻重的作用,也是英语课堂教学中师生进行双边活动的重要形式。本论文首先回顾与梳理了现实生活中初中英语课堂提问中存在的问题，并结合实际课堂观摩、记录、调查问卷以及对教师和学生的随机访谈，掌握了四位教师在课堂提问策略中存在的问题，如教师倾向于展示性和低级的问题而参阅性和高级的问题则较少涉及。本研究通过改变和运用各种提问策略后，对学生的成绩变

5、化进行对比，结果显示英语课堂中提问策略的改进有利于教师提高教学效率和学生改善学习。关键词：初中英语课堂，提问类型，提问策略24ContentsAcknowledgementsiAbstractii摘要iii1Introduction12LiteratureReview22.1TheTheoreticalSupport32.2ResearchAbroadandatHome63Methodology8243.1Subjects83.2Instruments93.3DataCollection103.4DataAnalysis154Conclusion16Bibliograp

6、hy18(Appendix)2024AStudyofTeacher’sQuestioningStrategiesinJuniorEnglishClass1IntroductionAsakeyfactorinlanguageteaching,theinteractionbetweenstudentsandteachersisenlightenedandmaintainedmostlybyteacher’squestioning.Andquestioningistheimportantelementoflanguageclass,becausethroughquestion

7、ing,notonlycanteachersinteractwithstudents,buttheycanalsoadjusttheirlanguageusedinclasssoastomakethemselveseasilyunderstood.Teachersaskmanyquestionsinteaching,whichissuchacommonformofteachingthatwecannotdiscussmethodologywithoutdiscussingthefunctionsofquestioning.Sinceque