文件张h 2012有问题吗语言课堂中理解检查本质调查.pdfVIP

Zhang-Waring, H. (2012). “Any questions?”: Investigating the nature of understanding-checks in the language classroom. TESOL Quarterly，46 (4), 722-752. Checking Understanding is an essential component in teacher talk. And the importance of using questions to check understanding is acknowledged in various works (Richards Lockhar, 1996; Ur, 1996; Wajnryb, 1992), but few have gone beyond an overall categorization of questions to provide any specificity on how understanding-check questions are formulated, their context of use, or strategies for effective implementation. Purpose of this study: to produce an empirical account of how understanding-checking questions work in the reality of the language classroom: within what sequential environments they are used, how they are produced and responded to, and what other social actions they may be deployed to plish, other than checking understanding. Background on teacher questions and yes-no questions:  Teacher questions the dist tion between dis y and referential questions  Long and Sato (1983) conclude that more dis y than referential questions are used lassroom in ction, which contributes to its nonnaturalness.  Pica and Long’s (1986) study of experienced and inexperienced teachers confirmed the dominance of dis y questions in the language classroom.  Brock (1986) found that ESL teachers trained to ask referential questions do ask more of such questions and receive more extended learner responses as a result. the effectiveness of these questions reating a communicative