高中英语新手教师和专家型教师课堂提问的支架功能对比研究-学科教学(英语)专业论文.docxVIP

Abstract As a prominent feature of classroom talk, teacher questioning in the second language teaching environment is the most basic tool that teachers use to organize the class, stimulate interaction, arouse students’ interest, and examine students’ understanding. Therefore, teacher questioning has attracted the attention of many researchers for decades. However, the existing research on classroom teacher questioning is mainly focused on the type of questions, distribution of questions, and questioning wait-time, little research explores the scaffolding assistance of teacher questioning from the perspective of Sociocultural theory and compared the scaffolding assistance between novice teacher and expert teacher. Aiming to examine how questions are used to guide students’ language development and better off the classroom interaction, and to know how differently novice and more experienced teachers ask effective questions, the present thesis makes an empirical investigation of teacher questioning in the EFL classroom in a senior school of Jiangxi Province by using the methods of observation and interview based on previous research findings of teacher questioning and scaffolding theory at home and abroad. In this study, four English teachers and their students were selected as the subjects. The author observed and recorded a total of 8 English classes (2 classes of each teacher) with each class session of 45 minutes. The recordings were transcribed and the scaffolding features of teacher questioning were coded based on the typical categorization proposed by Wood et al. (1976).Three aspects of teachers’ questioning behavior will be investigated and compared between novice teachers and expert teachers: questioning types, modification strategies and teachers’ scaffolding assistance impact. Through comparison we try to find the differences and similarities between these teachers and provide further implication for teacher professional development. The following are spec