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1、南京师范大学硕士学位论文探究大学英语教师的课堂提问认知:一项多案例研究姓名：李玉荣申请学位级别：硕士专业：教育学；课程与教学论指导教师：刘学惠2009-05-13Chapter1IntroductionChapter1IntroductionTheresearchquestionsoriginatedfrommyinterestinteacherquestioningbehaviorskeptforyears.OncebeingajuniormiddleschoolEnglishteacher,Iwason
2、ceandnowstillwonderhowateacher’squestioningbehaviorsplayamagicalroleinhisclassroomteachingandhisstudents’Englishstudy.Expertteacherscanactivatestudentseffectivelyintheirclassesbyaskingcertainquestions.IwasfascinatedandsometimesIcopiedwhattheydidinmyownclas
3、ses.However,thesimilarquestionsdidnotworkthesamewayinmyownclasses.Afterreadingresearchpapersandbooksonteacherquestioningandteachercognition,Igottoknowthatwhatthoseexpertteachersdointheirclassroomswasguidedbytheirunderlyingknowledgeandbeliefsaboutteaching.T
4、olearnquestioningskillsfromthemisnotonlytoobservewhattheydointheirclassesbutmoreimportantly,toinvestigatewhattheythink.1.1BackgroundoftheresearchTwoviewshavebeenadoptedwhenteachingisstudied.Before1970s,thedominantviewwasthebehavioralviewwhichcameunderthepa
5、radigmofprocess-productresearch(LiuXuehui，2006).Sincelate1970s,theresearchareahasshiftedfromabehavioraltoacognitiveviewofteaching,soresearchersbegantodescribeteachers’thoughts,judgmentsanddecisionsasthecognitiveprocessthatshapedtheirbehaviors(Bailey,1996).
6、Thelasttwodecadeshaswitnessedanincreasingnumberofstudiesfocusingontheknowledgeandbeliefsthatunderlieteachers’classroompracticeratherthanontheirbehaviors.Duringthetime,teachercognitionhasbeenstudiedinvariousinstructionalsettings—inbothpre-serviceandin-servi
7、cecontexts,atvariouslevels(kindergarten,elementary,secondary,highschool,collegeandadulteducation)andwithrespecttoawiderangeofsubjects(e.g.English,mathematics)andspecificaspectsofsubjects(e.g.vocabulary,geometry)(Borg,1999).Atthesametime,asthecommunicativea
8、pproachhasbeenincreasinglyaccepted1Chapter1Introductionandimplementedinlanguageclassrooms,agrowinginterestinteachinglanguageinuseandinterestinteacher-studentinteractionisfoundintheliteratureofsecondlanguageac
