探究大学英语教师的课堂提问认知一项多案例分析-probing into college english teachers classroom questioning cognition a multi-case analysis.docxVIP

Abstract Abstract II II acquisition （ SLA ） and language teaching. In EFL classrooms, teacher-student interaction is thought to be realized mainly through both teachers’ asking questions and students’ answering them. Therefore, classroom questioning is one of the most important interactional tools for teachers. As far as L2 is concerned, the previous studies on teacher questions primarily focused on functions of teacher questioning, the role of questions playing in facilitating students’ L2 production and the nature of teacher questions. So far, few studies have researched on teachers knowledge about classroom questioning, pedagogical content knowledge which is EFL suject-specific and related to teacher classroom questioning practices directly. Therefore, it is necessary to study teacher questioning from cognitive perspective. This multi-case study, with three college EFL teachers as the participants, intends to explore their knowledge on teacher questions in EFL classroom. Depending on a qualitative research methodology, the database of the present study include transcripts of 9 audio-recorded class periods of lessons, audio-taped stimulated recalls, several audio-taped semi-structured interviews, classroom observation field notes and some of the publications by the three participants. The data are analyzed and presented with three methods: narrative, cross-case comparison and quantification. The major findings of the case study include: All the three EFL teachers regard classroom questioning, explicitly or implicitly, as important and they try to make full use of their questions. In spite of stated beliefs in importance of questions，the three college EFL teachers ask much fewer questions than their counterparts in high schools do reported in other studies. Therefore, their classes are relatively inactive; Their personal knowledge on classroom teacher questioning has taken shape over the years of teaching and this knowledge is both situational and prac