大学毕设论文--关于大学大学本科英语课堂中教师提问的研究英语论文.doc

本科生毕业论文（设计）册

学院 XXX学院
专业 英语翻译
班级 XXXX级机译
学生 XXX
指导教师 XXX

XXXX大学本科毕业论文（设计）任务书
编 号：
论文（设计）题目： 关于大学英语课堂中教师提问的研究
学 院： XXX学院 专业： 英语翻译 班级： XX班
学生姓名： XXX 学号： XXX 指导教师： XXX 职称： 讲师
1. 论文（设计）研究目标及主要任务
本文旨在发现大学英语课堂提问的现状以及在大学英语教学中存在的问题，从而提出相应的教学意见。作者真心希望本文可以大学英语教师在课堂教学中有所帮助，本文试图回答以下三个问题：(1)在大学英语课堂中教师使用哪些类型的问题?(2) 如何调整教师的问题分布来激发学生？（3）老师应该使用什么是提问技巧来引导学生参与学习？
1.论文（设计）的主要内容
本论文分为三章：第一章介绍教师课堂提问的相关研究；
第二章通过问卷调查，采访和课堂观察进行调查；
最后一章对调查进行分析和反思，得到一些发现和结论。
2. 论文（设计）的基础条件及研究路线
本论文的基础条件是不同的教育学家对教师课堂提问的研究结果。
研究路线是对大学教师课堂提问的现状进行调查，并将调查结果应用在大学英语课堂教学实践中。
3. 主要参考文献
Nunan,D.1991.Language Teaching Methodology:A Textbook for Teachers.New York:Prentice Hall.
Ornstein,A.C.1990.Strategies For Effective Teaching.New York:Harper&Row publishers Inc.
Tsui,B M A.1985..Analyzing input and interaction in second language classrooms.RELC Journal.
甘燕, 2006, 初中英语课堂提问.南宁：广西师范大学.
海真真, 2012,高中英语课堂提问调查 河南师范大学.
4. 计划进度

阶段
起止日期
1
与指导教师见面，审核初步选题
2013.3.16-2013.3.23
2
向导师提交论文提纲，经审核修改后确定提纲
2013.3.23-2013.3.30
3
根据指导教师的要求，交初稿和文献综述，同时上交任务书及开题报告书
2013.3.30-2013.4.20
4
经导师审核初稿后，修改论文二稿及三稿
2013.4.20-2013.5.8
5
准备并进行论文答辩
2013.5.8-2013.5.16
指 导 教师：___________ 年 月 日
教研室主任: ___________ 年 月 日
注：一式三份，学院（系）、指导教师、学生各一份
XXXX大学本科生毕业论文（设计）开题报告书

XXX 学院 英语翻译 专业 XXXX 届
学生
姓名
XXX
论文（设计）题目
关于大学英语课堂中教师提问的研究
指导
教师
XXX
专业
职称
讲师
所属教研室
商务英语
研究方向
语言学
课题论证：
本论文从大学英语课堂中教师提问的现状出发，找到其中存在的问题。通过分析所存在问题引起的原因，找到合理的解决办法，将发现应用到现代大学英语教学活动中。

方案设计：本论文分为三章：
第一章介绍教师课堂提问的相关研究；
第二章通过问卷调查，采访和课堂观察进行调查；
最后一章对调查进行分析和反思，找到问题的解决办法。
进度计划：
2013.3.16-2013.3.23与指导教师见面，审核初步选题
2013.3.23-2013.3.30向导师提交论文提纲，经审核修改后确定提纲
2013.3.30-2013.4.20根据指导教师的要求，交初稿和文献综述，同时上交任务书及开题报告书
2013.4.20-2013.5.8经导师审核初稿后，修改论文二稿及三稿
2013.5.8-2013.5.16准备并进行论文答辩

指导教师意见：

指导教师签名： 年 月 日
教研室意见：

教研室主任签名： 年 月 日
XXXX大学本科生毕业论文（设计）评议书
姓 名
XXX
学院
XXX学院
专业
英语翻译
年级（班）
机译班
论 文 题 目
关于大学英语课堂中教师提问的研究
完成时间
2013年5月8日
论

文

内

容

摘

要
课堂提问作为一个非常重要的教学方法, 在英语教学尤其是大学英语教学中起着非常重要的作用。课堂提问是教师和学生之间的互动活动,可以激发学生思维,激发他们学习英语的兴趣和好奇心,他还能培养学生的自学能力和创造力。本文旨在发现大学英语课堂提问的现状以及在大学英语教学中存在的问题，从而提出相应的教学意见。作者真心希望本文可以大学英语教师在课堂教学中有所帮助，本文试图回答以下三个问题：(1)在大学英语课堂中教师使用哪些类型的问题?(2) 如何调整教师的问题分布来激发学生？（3）老师应该使用什么是提问技巧来引导学生参与学习？根据研究结果，我们发现在大学英语课堂中仍然存在不少问题，例如问题分布不平衡, 候答时间不足,教师不恰当的反馈。作者根据调查结果提出了相应的一些建议,以改善大学英语课堂提问的质量。本文包括五个部份。第一部份包括研究背景，意见和本文的结构，第二部份包括课堂提问的概念，问题分布，课堂分布和候答时间及教师反馈的一些理论。第三部份主要是研究，研究对象和研究方法的介绍。第五部份包括关于课堂提问的主要发现和其课堂意见，最后以本文的局限性讨论結束。

指
导
教
师
评
语

年 月 日
指 导 教 师

职称

初评成绩

答辩小组
姓名
职称
教研室
组长

成员

答辩记录：

记录人签字： 年 月 日
答辩小组意见：

组长签字： 年 月 日
学院意见：

评定成绩： 签章

年 月 日

本科生毕业论文设计

题目 关于大学英语课堂中
教师提问的研究

作者姓名 XXX
指导教师 XXX
所在学院 XXX学院
专业（系） 机器翻译
班级（届） 机器翻译一班
完成日期 XXX 年 5 月 8 日

A Study of Teacher Questioning in College EFL Class

By
XXX

Supervisor: XXX

A Thesis Submitted to Department of English
Language and Literature in Partial
Fulfillment of the
Requirements for the Degree of B.A. in English
At XXXXUniversity

摘要

课堂提问作为一个非常重要的教学方法, 在英语教学尤其是大学英语教学中起着非常重要的作用。课堂提问是教师和学生之间的互动活动,可以激发学生思维,激发他们学习英语的兴趣和好奇心,还能培养学生的自学能力和创造力。本文旨在发现大学英语课堂提问的现状以及在大学英语教学中存在的问题，从而提出相应的教学意见。作者真心希望本文可以大学英语教师在课堂教学中有所帮助，本文试图回答以下三个问题：(1)在大学英语课堂中教师使用哪些类型的问题?(2) 如何调整教师的问题分布来激发学生？（3）老师应该使用什么提问技巧来引导学生参与学习？根据研究结果，我们发现在大学英语课堂中仍然存在不少问题，例如问题分布不平衡, 候答时间不足,教师不恰当的反馈。作者根据调查结果提出了相应的一些建议,以改善大学英语课堂提问的质量。本文包括五个部份。第一部份包括研究背景，意见和本文的结构，第二部份包括课堂提问的概念，问题分布，课堂分布和候答时间及教师反馈的一些理论。第三部份主要是研究，研究对象和研究方法的介绍。第五部份包括关于课堂提问的主要发现和其课堂意见，最后以本文的局限性讨论结束。

关键字： 课堂提问 问题分布 候答时间 教师反馈
iii
Abstract
As a very important teaching approach, classroom questioning plays a very important role in English teaching especially in college English teaching. Classroom questioning is an interactive activity between teachers and students, which can stimulate students’ thinking, arouse their interests and curiosities in learning English and it also has the function of cultivating students’ abilities of independent thinking and creativity. The thesis aims to discover the present situation of questioning in college EFL classroom and the existing problems in college English teaching thus putting forward some corresponding suggestions. It is the authors’ genuine hope that the thesis can be of help for college English teachers in classroom teaching. The thesis tries to answer the following three questions:（1）What are the types of questions teachers use in college English class?（2）How to adapt teacher’s questioning distribution to motivate students?（3）What are the questioning skills teacher should use to engage students in learning? According to the research results it is found that there still exist some problems in college English classroom such as imbalance of distribution on questioning, inadequate wait-times, and inappropriate feedback from teachers. Based on the findings, the author puts forward some corresponding suggestions to improve the quality of college English classroom questioning. The thesis is composed of five parts. The background, significance and structure of the research are introduced firstly. In the second part, definition of classroom questioning, classification and distribution of classroom questioning, theories of wait-time and feedback are presented. In the third part, research questions, research subjects and research methods are included. The fourth part mainly reveals results and analysis of the research data. The fifth part includes the major findings and implications for the classroom questioning then finally the limitations of the study will be presented.

Key words: classroom questioning distribution of questioning wait-time feedback
iv
Contents
Abstract in Chinese……………………………………………...................................iii
Abstract .......………………………………………………………..…....................iv
Introduction……………………………………............…........................................1
Background of the Research ………………………..…...................………….1
Purpose of the Research ………………………......................…...............…....1
Structure of the Thesis…………………………….....................……………....2
Chapter1 Literature Review ……………………………...........................................3
1.1 Basic Concept of Questioning……………………………......................…….3
1.1.1 Theories of Questioning in Ancient Time...................................................3
1.1.2 Theories of Questioning in Current Time ……………..............................3
1.2 Functions of Questioning in Classroom……………...................…............4
1.3 Features of Effective Questions …………………………................................4
1.4 Classifications of Questions………………….......................…………............5
1.4.1“Bloom – Turney Questioning Mode………....................…………….…..5
1.4.2 Classification of Questions in this Research ……...........................….6
1.5 Distributions of Questions in the Classroom……………..................................7
1.6 Wait-times in the Classroom………………………...................……..…….….8
1.7 Feedbacks of Teachers in the Classroom……………........................................8
Chapter2 Research Methodology……………..……….............................................10
2.1 Research Questions…………………………….......................………............10
2.2 Research Subjects…………………………………….....................……….....10
2.3 Research Instruments………………………………......................…….……..11
2.3.1 Questionnaire………………………………….....................…………….11
2.3.2 Classroom Observation………………………….....................……..…....12
2.3.3 Interview………………………………………….......................…….….12
2.4 Data Collection……………………………………….......................…...........13
Chapter 3 Research Results and Analysis …………...................................................15
3.1 Types of Questions Asked in College English Classes …............................15
v
3.2 Question Distribution in College English Classes …...............................18
3.3 Wait-times in College English Classes …........................................................19
3.4 Teachers’ Feedbacks in College English Classes……….............................21 Teaching Implications and limitations of the Research ……………………………...25
Major Findings and Implication…………………….....................……………..25
Limitations of the Research………………………........................……………..27
Bibliography…………………………………………….................................……....28
Appendix …………………………………………….......................…..…………....29

Introduction

Background of the Research
It is generally believed that the teachers’ questioning can stimulate students’ initiative and increase their learning enthusiasm, as well as foster students’ linguistic competence. In addition, more and more attention is being paid to quality-oriented education, thus the cultivation of practical ability and the spirit of innovation is the main aim for education. “Teacher questioning is the main channel for the implement of quality education and the key of teaching efficiency”(Yao limin,2005). Taking into consideration the current situation of English teaching in china, questioning is the most effective interactions between teacher and students in that it is not only a good kind of comprehensive input but also a good means to arouse students’ interests and curiosities so that they will engage more in their learning. Teachers’ talk, as a major teaching media, provides important sources for learners’ comprehensible input which makes up about two-thirds of the total talking time (Chaudron,1988). Moreover, questions are prevalent because the teacher has always in a dominate position in classroom discourse. In addition, questioning also plays a major part in class management and teaching efficiency, so a lot of researches have been conducted in this area including question types, frequency of different types of questions, wait time, nature of learners’ output, the relationship between teachers’ choice of questions and learners’ proficiency level and the effect of training teachers to ask specific types of questions (Ellis, 1994:589). Skillful questioning is of help to build the harmonious relationship between teachers and students; it can also encourage more student-initiated questions improving their pragmatic competence in communication. Purpose of the Research
Questioning functions as dynamic instrument that can build collaboration and scaffold comprehension during English teaching. Questioning affects the level of learners thought, helps learners become skillful thinkers, it can also encourage curiosity and make possible further interactions. Many researchers have found out that if teachers pay more attention to their questioning strategies, the students’ language competence will be much improved. The attention of teacher questioning can determine to which extent students achieve their educational goals. While currently, when a teacher asks a question, only a small percent of students are involved in answering it, and teachers are often inactive to give feedbacks. In response to this phenomenon, the author observes ten English classes in a comprehensive university and uses the questionnaires adapted from former researchers to make some conclusions of his own. The study tries to find out what types of questions are mostly used by college teachers and what the effects of these questions are, it also attempts to draw make conclusions of some strategies that teachers can use to ask effective questions. The data is directly collected by the author herself, the author does make some efforts to analyze them and make inferences. The author hopes that this study can make the college English teachers aware their way of questioning and make some improvement in order to arouse students’ interests as well as curiosities to achieve effective learning.
Structure of the Research
The thesis consists of five parts.
The first part is a brief introduction of the research background and purpose of the study; it also presents the main parts of the thesis.
The second part is some literature review. Firstly, it reveals some basic concept of questioning both home and abroad followed by some aspects of questioning including classification of questioning, distribution of questioning, wait-time, lastly it is finished by feedback of the teachers.
The third part is methodology. Firstly the subject of the research is showed and then presents the methods used to conduct the study including classroom observation, questionnaire, and interview.
The fourth part is results and discussion. It is mainly about the result of the study concerning the types of questions asked in the class, teachers’ questioning distribution, wait-times, and feedbacks.
The fifth part is the conclusion drown from the study that is the summary of the previous parts, it is finished by some limitations of the study for further improvement.

Chapter 1 literature Review

This chapter deals with previous research results which lay solid foundation in this research. It concerns various definitions and classifications of questioning; it also presents some other aspects of questioning including distribution of questioning, wait-time, feedbacks of the teachers.

1.1 Basic Concepts of Questioning
1.1.1 Theories of Questioning in Ancient Times
Socrates does not hold the idea that one particular person or one particular school of thought is authoritative in teaching "things." Socrates even repeatedly overthrows his own knowledge and methods of learni