本文是一篇英语论文，研究表明，适当使用提问策略会影响课堂的效率和效果。然而，教师缺乏主动理解提问策略的意识，课堂提问缺乏有效性。
1 Introduction
1.1 Background of the Research
Junior High School English Curriculum Standards(2016 Revised Edition)sets goals andrequirements at all levels with the description of students“Can do things in English”,thepurpose is to give students the ability to use language.It emphasizes that students are the mainbody of learning.To enable students to use the language better,teachers should design more andmore efficient classroom activities to improve students’ability to solve questions independently.In English classrooms,the most common teaching method used by teachers and the way tointeract with students is to ask questions.The process of students’comprehensive use oflanguage is actually a process in which after the teacher asks a question,students thinkindependently and then use their existing knowledge to give an answer.Therefore,effectiveclassroom questioning will exercise students’ability to learn in English and meet therequirements of the curriculum standards.
英语论文怎么写
Classroom questioning is a way for students and teachers to have dialogue and cooperationaround English learning materials,and it is a key to inspire students to think.Classroomquestioning,as a frequently used teaching behavior in classroom activities,occupies animportant part in class time allocation.
For students,the questions teachers ask in class can promote deep thinking.Effectiveclassroom questioning can not only make students with lower learning levels understand theknowledge points more clearly,but also make students with higher learning levels pergentthinking.As we all know,most students are unable to listen carefully to the teacher’s lectures allthe time.Then the teacher’s questioning comes into play when the teacher finds that the studentis not paying attention.Class questions can quickly draw students’attention back to the class.
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1.2 Significance of the Study
1.2.1 Theoretical Significance
Firstly,up to now,questioning occupies a large proportion of teachers’classroom discourse,and it has always been regarded as the core of effective teaching convenience.However,most ofthe current studies focus on teacher classroom questions in college English classes,with fewcomparative studies on junior middle school English classroom questions.In addition,manycurrent studies only focus on classroom questioning strategies,and few researchers haveconducted research and comparisons on the design steps of pre-class questions.But it turns outthat the pre-class question design greatly affects the classroom questioning strategy.
Secondly,his research is mainly to study some related theories of classroom questioningstrategies and apply the research results to the actual junior high school English classroom.Heenriched research in this field and provided theoretical guidance to later generations.Theseanalyses link the interaction hypothesis,comprehensible input and output,and provide atheoretical reference for improving junior high school English reading questioning strategies,toa certain extent,it enriches the theoretical significance of effective questioning strategies,andprovides data and case support for related research.
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2 Literature Review
2.1 Definition of Relevant Concepts
2.1.1 Classroom Questioning
Many scholars abroad and at home have put forward definitions and explanations forclassroom questioning.
Psychologist Wragg(1984)first pointed out that classroom questioning involves not only theteacher raising or changing tone,but also the teacher’s gestures and facial expressions.Classquestions include a range of ways to get students’attention and interact with them.
Foreign scholar Cotton.K(1998)believed that classroom questioning refers to an activity inwhich teachers make some guiding hints in teaching activities,and then ask students to activelyparticipate in and respond.
Ur.Penny(2000)believed that classroom questions refer to words that teachers can elicitverbal responses from learners.
In China,scholar Fu Daochun(1996)believed that classroom questioning is a channel toconvey teaching content and a series of instructions for student activity content and activitymethods.
Scholar Jin Chuanbao(1998)believed that teacher questioning in the classroom is animportant teaching method for teachers to impart knowledge and promote student learning.
Pi Liansheng’s(2000)defined that classroom questioning is the whole process of preparing,teachers’questioning,students’answering,and giving feedback.
Wang Xi(2007)believed that classroom questioning refers to the process in which teachersask students questions based on their existing knowledge and experience,and students giveanswers after their own thinking.
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2.2 Theoretical Basis
2.2.1 Krashen’s Comprehensibility Input Hypothesis
Krashen’s(1985)theory of comprehensible input is of high research value and plays adecisive role in second language teaching.The“input hypothesis”of Krashen(1985)claimsthat the understanding of language input is the most basic way of language acquisition,so themost important means of language teaching is to make learners accept as much intelligible inputas possible.As the most commonly used teacher speech,teacher questioning is the most directway to provide students with comprehensible language input.Krashen’s second languageacquisition theory is not a single theory,but a comprehensive theory,including:acquiredlearning hypothesis;natural order hypothesis;surveillance hypothesis;input hypothesis andemotion filtering hypothesis.The core theory is the Input Hypothesis.He devoted a monographto his hypothesis.Specifically,the new knowledge that the learner is exposed to must be slightlyhigher than his or her language skill level.Only in this way can the learner be interested andabsorbed better.This is his famous“i+1”formula.I stands for the learner’s prior knowledge,and 1 stands for knowledge that is higher than the learner’s prior knowledge.Krashen believesthat the“i+1”type does not require deliberate input from teachers,as long as students canaccept this input,it is effective.Krashen believes that:(1)what is more important in languageinput is the learner’s existing knowledge;(2)the learner needs to learn new knowledge throughhis existing skills;(3)If the learner understands the input,then he will have a higher level ofknowledge.The ability to speak English can’t be taught directly.Krashen put forward four basicconditions that learners need in second language acquisition:(1)Language input must beunderstandable,that is,the input language must be understandable to students,learners can notunderstand the input is meaningless.(2)The language input must be interesting and relevant,thatis,the input language must be interesting,can arouse students’interest in learning,and the inputknowledge should also be relevant,which is conducive to students’knowledge transfer.(3)Newlanguage input need not be constrained by grammar.(4)Language input must be large,that is,the amount of language input must be greater than the learner’s existing knowledge reserve.
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3 Research Design.............................20
3.1 Research Purposes............................20
3.2 Research Questions............................20
4 Results and Discussions..........................30
4.1 Pre-class Question Design..........................30
4.1.1 Interview Results..........................30
4.1.2 Analysis of the Pre-class Question Design..........................30
5 Conclusion and Implications..........................30
5.1 Major Findings..........................30
5.2 Implications of the Research..........................30
4 Results and Discussions
4.1 Pre-class Question Design
4.1.1 Interview Results
英语论文参考
From Table 4.1,we can clearly see that novice teachers will prepare and design questions inadvance before class,and they all think that it is necessary to design questions in advance.Thetwo novice teachers chose to think about the questions in advance and write them down whenpreparing for the lesson,in order to avoid the rush in the classroom.And the two novice teachersdesign questions according to the difficulty of teaching and the completion of teaching tasks.Thisresult is consistent with Jin Chuanbao(1997).
In addition,experienced teachers sometimes design questions in advance before class,andthey all think that it is necessary to design questions in advance.The two experienced teacherswill think about the questions in advance when designing the questions,and then mark them inthe textbook or courseware in advance.The difference between an experienced teacher and anovice teacher is that the starting point for designing questions for an experienced teacher is theteaching content and the overall development level of students.It is not difficult to see that thereare still differences between novice teachers and experienced teachers in terms of pre-classdesign issues.
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5 Conclusion and Implications
5.1 Major Findings
Teacher questioning plays an important role in reading teaching discourse,It can also makestudents think pergent.Through classroom observation and teacher interviews,this studyinvestigated the use of classroom questioning strategies by two novice teachers and twoexperienced teachers in the eighth grade of X Middle School in Urumqi,Xinjiang.Thecharacteristics and existing questions of the questioning strategy lead to the following findings.
(1)In terms of pre-class design issues,neither novice teachers nor experienced teachers havegiven enough attention,nor have they incorporated too many teachers’own independent thinking.But on the other hand,novice teachers generally spent more thought and time on pre-class designthan experienced teachers.
(2)In terms of the types of teachers’questions in the classroom,both novice teachers andexperienced teachers put display questions in a dominant position,but experienced teachers havemore percentages of display questions than novice teachers.Therefore,the author suggested thatboth novice teachers and experienced teachers should add more reference questions in theclassroom,so that students can develop more thinking and have more opportunities forindependent thinking.
(3)In terms of the way of answering questions,novice teachers prefer to let students answerin chorus or answer by themselves,but experienced teachers prefer to delegate students toanswer and encourage students to answer questions voluntarily,giving students a chance to fullyexpress themselves.
reference(omitted)