大学英语教师课堂提问模式的分析-外国语言学及应用语言学专业论文.docx

山西财 山西财经大学 学位论文原创性声明 本人郑重声明：所呈交的学位论文，是本人在导师的指导下，独立进行研究工作所 取得的成果。除文中已经注明引用的内容外，本论文不包含任何其他个人或集体已经发 表或撰写过的作品成果。对本文的研究所做出重要贡献的个人和集体，均已在文中以明 确方式标明。本人完全意识到本申明的法律结果由本人承担。 学位论文作者签名： 日期： 年 月 日 山西财经 山西财经大学 学位论文版权使用授权书 本学位论文作者完全了解学校有关保管、使用学位论文的规定，同意学 校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查 阅和借阅。本人授权山西财经大学可以将本学位论文的全部或部分内容编入 有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本 学位论文。 本学位论文属于保密□，不保密□。在 年解密后适用本授权书。 （请在以上方框内打“√”） 学位论文作者签名： 指导教师签名： 日期： 年 月 日 日期： 年 月 日 i i PAGE PAGE iv Abstract Classroom questioning is currently one of the most common and effective teaching techniques in English language classroom teaching. It is the bond between the teacher and students during their interactive learning process; at the same time, it is a vital teaching technique to promote students language ability of expression. Thus classroom questioning has significant effect on common teaching activities. Nevertheless, the domestic research around classroom questioning started relatively late, and it is till the late 90s that there were few empirical studies were conducted by researchers on this topic; however, most of these studies focused on ways and behaviors of the teacher questioning, and very few of them paid attention to the evaluation of classroom questioning from both teachers and students as well as students? expectations on classroom questioning. Based on output hypothesis of Swain, input hypothesis of Krashenas as well as interaction hypothesis of Long, this thesis investigates classroom questioning in terms of types of questions, strategies, wait time and feedbacks through methods such as classroom observation, questionnaires and interviews, etc. In addition, it tentatively analyses teachers? and students? evaluations on questioning ways as well as students? expectations on classroom questioning. In this research, a total of 237 non English major students in the grade 2010 and six English teachers of Shanxi University of Finance Economics are chosen to be the study subject. As a non classroom participant