高中英语课堂教师提问策略的会话分析学科教学英语专业论文.docxVIP

AbstractA Abstract A majority of researchers and scholars discover that the critical form of classroom interaction is teachers’questions，in reverse，are the essential element that affects classroom interaction．Teacher questioning strategy has been investigated substantially and series of research has been conducted，which supplies worthy references for further study．These studies concentrate on topics such as the proportion of classifications of questions， questioning skills，wait-time and feedback after questioning and SO on． However，little systematic and comprehensive research has been performed towards questioning strategy in senior high school English classrooms in the Chinese EFL milieu．In addition，many studies have revealed that teachers seldom fulfill the full potential of teacher questioning，thus there still exist some shortcomings in present classroom questioning． Furthermore，little research is implemented by combining Conversation Analysis with teacher questioning strategy in senior high school English class,which is a brand—new angle and can render study scope of questioning richer．On the foundation of output hypothesis， interactional hypothesis and social interactionist theories，Conversation Analysis as the analytic framework，the author discusses the teachers’employment of questioning strategy in the classroom． In the research，the involved participants are four English teachers and their students selected from a senior high sch001．In the process of investigation，four classes taught by four teachers are observed naturally and recorded．Meanwhile，a questionnaire has been distributed to 250 students and four teachers have been interviewed to gain detailed information．Under the circumstance of classroom context，the concrete questioning strategy teachers need tO consider incorporates question type，wait—time，question modification and question directing(Borich，2002)．The objectives of this research are as follows：(1)to fmd out how display questions and referenti