1、 （ 20_ _届） 本科毕业 设计 英语 英语课堂中提问策略的实施与思考 The Thinking and Application of Questioning Strategies in EFL Teaching 摘要 本论文的目的是调查课堂中英语作为外语的提问策略的实施情况。提问是英语教学中一个重要的部分，是教师引导学生积极思考，培养学生分析能力和创新能力的主要方式，也是输出、传递信息和从学生获得反馈的关键渠道。再者，提问可以提高表达能力，检测学生学习效果。此 论文重点研究教师如何在中学课堂中运用提问策略以达到教学目标，教会学生学习方法，指导学生自主学习。此外，论文深入探索了英语课堂教学
2、中应该关注的提问技巧和一些相关注意点。 关键词 : 提问；提问策略；英语教学；互动 Abstract The purpose of this study is to investigate the effects of question-raising in EFL classroom. Raising questions is a major part of English teaching and a major method of the teacher who guides his students to think actively, fostering students abili
3、ty of analysis and creation, as well as a key channel of teachers output, transmission of information and feedback from students. In addition, raising questions can improve the ability of expression and examine learning outcome. This paper focus on how to apply questioning strategies to achieve teac
4、hing goal, teach students learning methods and guide them to learn by themselves. The writer also probes into the questioning skills and some tips we should pay attention to in EFL teaching. Key words: raising question; questioning strategies; EFL teaching; interaction Contents Abstract . I 1 Introd
5、uction . 1 2 Basic Knowledge of Questioning in EFL Teaching . 1 2.1 Importance of questioning in EFL Teaching . 1 2.2 Types of questioning in EFL Teaching . 2 2.3 Roles and functions of questioning . 2 2.4 Characteristics of good questions . 3 3 Application of Questioning Strategies in EFL Teaching
6、. 4 3.1 Definition of questioning strategy . 4 3.2 Types of questioning strategies . 4 3. 2. 1 Question-planning strategies . 4 3. 2. 2 Question-designing strategies . 4 3. 2. 3 Question-monitoring strategies . 4 3. 2. 4 Question-evaluating strategies . 5 3.3 Right time to ask questions . 5 3.4 Proc
7、edure of questioning . 5 3.5 Methods to ask questions for different levels of learners . 6 3.6 Treatments of answers . 7 4 Tips for Raising Questions . 8 5 Conclusion . 9 Bibliography . 10 Acknowledgements . 11 本科毕业设计 (论文 ) 1 1. Introduction How to ask questions in EFL classes has become a widesprea
8、d top concern in English teaching, which has not received enough attention from many teachers and educators, including teachers of secondary school in China. Teaching has become more scientific, interesting and vivid. Teachers questioning has traditionally been viewed as an important component of te
9、acher talk and the core of effective teaching in classroom context. (Yao Hongxi, 2007) Problems appear in many aspects. Some teachers ask too many questions, while some raise too few questions to motivate and encourage students to think and explore. Others question in an improper time and in an impr
10、oper way, or the time for students to think for the questions is too limited. And some ignore the differences of levels of different students when questioning. This paper is to provide teachers with basic knowledge of questioning in EFL teaching, offer some good habits and ways of questioning and an
11、alyze how to apply questioning strategies. In the history, there are many experts and other scholars devoting into doing research on this topic at home and abroad. In foreign countries, the most typical person studying on question-raising is a psychologist called Wragg. He had an overall research on
12、 the concepts of questioning, the reasons of questioning, the types of questioning and the frequency of questioning based on psychology. In Wraggs opinion, as long as it is an expression that students are interested in and can arouse students discussion and response, it can be regarded as a question
13、. Wragg define question as any declarative sentence to cause language feedback. So he uses various ways to attract students to participate in the class, guide students to seek the final answer step by step, teach students to come up with as many solving methods as possible, and advocate critical thi
14、nking over each method. These are Wraggs strategies. Gall cited several studies in which elementary teachers used 64 to 180 questions in one class period. (Gall, M.D, 1970) Raising questions are beneficial in reading comprehension. The considerable body of research reviewed concerning questioning ha
15、s shown that the three strategies (student-generated, teacher-provided, and student-teacher reciprocal questions) have been continually valued by researchers as useful instructional strategies for teaching reading comprehension. (El-Koumy, Abdel Salam A., 1996) In China, one of the most influential
16、representatives of studying questioning strategies is Li Chengwu. In the book Modern Education, he considers conversation method as questioning. He thinks conversation method is a way that teachers raise questions according to what students have already known lead students to think, let them draw co
17、nclusions by themselves after so-called conversation and finally gain knowledge. There are many different research results of predecessors in the long history domestic and overseas. This paper is written based on their valuable results. 2. Basic Knowledge of Questioning in EFL Teaching 2.1 Importanc
18、e of questioning in EFL Teaching Questioning is a common technique used in English language teaching. For a teacher, it is very important to know why to ask, what to ask, when to ask questions and how to ask questions. Raising questions can facilitate and strengthen teachers teaching. The goal is to
19、 check if the students understand what they have been taught, and to increase students involvement and to promote students creative thinking in classroom interaction. Questioning has been considered as one of the most essential and important techniques during students 本科毕业设计 (论文 ) 2 learning process
20、es since Socrates times. Questioning takes up most of teachers talk in class teaching and it has been proved to have a great influence on classroom interaction. Questioning has always been the most observable fact now and then in classroom, as well as one of the most frequently-used strategies favor
21、ed by a lot of teachers. Questioning is one kind of teaching procedure. It is one teaching behavior way through teachers and students interaction, checking learning, promoting thought, consolidating knowledge, using knowledge, achieving teaching goals. There is a kind of high-level questioning, whic
22、h encourage students to think what they have learnt, their attitude and faith, or require them to testify certain interference method by raising questions. (Nunan David, 2004: 89) Questioning is usually used as a kind of joint communication teaching strategies between the teacher and students. It ha
23、s been adopted generally in teaching from the time there was teaching till the present time. 2.2 Types of questioning in EFL Teaching Teachers questions can be classified into two categories. One is display questions. Display question can be called Yes or No question whose answer is fixed. Such ques
24、tion is always fairly superficial. Take the text in New Standard English, Students book 6 for example, a teacher may ask “Did Lingling generally enjoy her holiday?” Well, we see from the sentences “Not bad. But the trip back was very long. The train was full of people, and I had to stand for over si
25、x hours. ”, the answer can be and only is “No, she didnt”. Thus, the question can be regarded as a display question. The other is referential questions. It is commonly believed that the referential one is the Wh- question whose answer the teacher generally does not know, and there may not be fixed a
26、nswer. Some of the referential questions are open questions. For instance, in the text mentioned above, “What expectations will Lingling and Betty have for this terms trip, can you imagine?” As for this, the answers of different students may differ from each other. Every ones result is unique. Thus,
27、 the responder has enough space to search his mind, have a brain storming, and show his own opinion, reflection, imagination, creative ability, and the like. However, some of the wh- questions have a certain answer according to the given text. Still take the same text in New Standard English, studen
28、ts book 6 for example. Following the text material, the question for students to think, Why is travel so difficult in winter? the answer is shown in the dialogue. Its the busiest season in China because of Spring Festival. It is the only answer based on the text, and it aims to examine students unde
29、rstanding of the dialogue and train their ability of searching for detailed information. 2.3 Roles and functions of questioning Questions in the class serve as different functions. According to Kauchak and Eggert, the functions can be basically grouped into three categories: diagnostic, instructiona
30、l and motivational, but a single question can usually serve more than one function. As a diagnostic device, classroom questions can make the teacher explore into the minds of students to not only learn what they know or dont know but also find out how they think about a certain topic. The instructio
31、nal function means that questions can be used as a skill to promote learners to understand the new knowledge in the learning process. As to motivational function, skillful use of questions can effectively involve students in the classroom discourse, encouraging and challenging them to think. (Xiaoya
32、n Ma, 2008) In terms of its functions, there are several detailed reasons why questions are so commonly used in teaching and learning: They stimulate and maintain students interest, inspire their thinking and encourage them 本科毕业设计 (论文 ) 3 to express what they think in their mind. During the process
33、of teaching, questions are always needed to keep students active thinking and attentive attention. For example, when the teacher leads in at the start of the class, teachers can catch students attention from after-class activities and make them think and focus on the content of the lesson by adoptin
34、g questions. It can further lay a solid foundation for students to keep a good learning state. They enable a teacher to clarify what a student has said. By repetition of students answer, such as you think that it is right for the author to do so? the teacher can make sure whether it is indeed the st
35、udents answer. Or with a little modification, e.g. the students answer of a question is he is too timid to do such a thing. The teacher may ask, do you mean he darent do a thing like that? Thus, the teacher, including the rest students can understand the opinion that student wants to express. Moreov
36、er, it makes a contribution to the efficiency of classroom teaching. Questions have a function to provide opportunities for all the students to participate in a lesson more actively. Creating good questions make students full attention to the content in the whole class possible. Students will be abl
37、e to experience the happiness of achieving success, gain certain knowledge and develop some skills at the same time because of the teachers diligent designing of different levels of questions for the different level students. They enable teachers to check students understanding. Teachers can gain te
38、aching and learning feedback by reasonable designing of classroom teaching. Classroom questions are usually used to organize, control and adjust teaching, ensuring natural transition of every teaching step. In detail, by using like would you say it again? or so would you please help me to check it,
39、teachers give the demand clearly. By using like are you ready?, are you clear or so are you saying you, teachers can know whether the students have prepared or finished the given tasks, examine students learning state and check students understanding of the knowledge the teacher teaches. They enable
40、 a teacher to elicit a particular structure or vocabulary items. 2.4 Characteristics of good questions 1. The learners should be able to understand the questions asked and the meaning of the questions should be clear to them. 2. Challenging questions that require learners to compare, evaluate, or dr
41、aw inference should be asked. 3. Yes/No questions should be avoided when it is to open students mind and inspire deep and active thinking. 4. Questions asked must be according to the level of the learners. 5. A question should not have a trick or catch to it. 6. Questions with definite answers shoul
42、d be encouraged. 3. Application of Questioning Strategies in EFL Teaching 3.1 Definition of questioning strategy Questioning strategies refer to the techniques used by teachers when they intend to get a response from students. It is said that through the appropriate strategies in formulating and ask
43、ing questions, he teacher can help students understand and utilize content and formulate ideas, concepts, relationships and principles. It is generally acknowledged that questioning is closely related to the following aspects: the types of questions, right time to ask, procedure of questioning, methods to ask questions for different levels of learners, and treatments of answers. 本科毕业设计 (论文 ) 4 3.2 Types of questioning strategies 3.2.1 Question-planning strategies Good questioning lies in good planning in a large degree. A clear purpose for how to plan a question shoul
