On Improving the Effectiveness of English Classroom Questioning in Senior High School 英语专业毕业论文.doc
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1、On Improving the Effectiveness of English Classroom Questioning in Senior High SchoolContentAbstract1Key words11 Introduction of Classroom Questioning21.1 Background21.2 Significance31.3 Organization32 Literature Review of Classroom Questioning42.1 Theoretical basis42.2 Research abroad72.3 Research
2、at home93 Teachers questioning problems in senior high school103.1 More display questions than referential questions103.2 Improper control of wait-time113.3 Inappropriate distribution of questions113.4 Lack of feedback123.5 Insufficient preparation124 Main factors causing questioning problems134.1 L
3、earning environment134.2 Cultural influence134.3 Teachers factor144.4 Students factor155 Strategies of Improving the Classroom Questionings Effectiveness155.1 What155.2 When165.3 Who175.4 How176 Conclusion19Bibliography20AbstractClassroom questioning is an important part of classroom teaching, as we
4、ll as a major method to reach teaching target. Currently, New English Curriculum Standard has set high demand for classroom questioning, but there are many serious problems related to classroom questioning, which we cant ignored any more. Based on a lot of relative materials in this area and the obs
5、ervation of English classroom teaching in senior high school, this thesis from five aspects lists the main problems of classroom questioning in senior high school, finding out four factors leading to these problems and bringing up some strategies to improve the effectiveness of classroom questioning
6、 in the end.Key words: Classroom questioning, Effectiveness, Senior High School1 Introduction of Classroom Questioning1.1 BackgroundIn classroom, classroom questioning is an effective method and an essential component in classroom teaching, as well as a useful way both for teachers and students. As
7、it shown, classroom questioning is more used in English subject rather than any other one, either in terms of person-time or questioning-frequency. Moreover, studies relating to ESL (English as second language) teaching have also pointed out the necessity for teachers questioning. In second English
8、classrooms, where learners often do not have a great number of tools, teachers questions provide necessary stepping stone to communicate. Therefore, it is of profound significance to improve the effectiveness of classroom questioning, and to cultivate the students linguistic ability of comprehensive
9、 application. However, with the continuous reform on English teaching as well as the special demand of English subject itself, new problems and challenges for classroom questioning are arising. Thus, it is important to deal with questioning of teaching practice constantly, scientifically and tactful
10、ly.1.2 Significance1.2.1 Academic valueIn recent years, more and more experts pay close attention to classroom questioning, but most of them are discussing the types of classroom questions, the principles and strategies to improve the efficiency of it in theory. While under the reform on English tea
11、ching, the research on the new demands for senior high school classroom questioning is rare. On the other hand, many distinguished high school teachers give many detail methods and strategies according to their own teaching experience, but these methods and strategies lack important theoretical basi
12、s. Besides, many research methods traditionally through questionnaire and interview are full of limitation. Only observing the classroom teaching, can it get closer to the actuality of classroom questioning and find out problems, then analyze and summarize to get corresponding strategies. 1.2.2 Prag
13、matic valueThe greatness of questioning in English subject is more predominant than any other subject. However, because of lacking enough research and professional cultivation, teachers cant take an appropriate method to ask questions. We can often see a teacher asks question for question sake or ce
14、remonially forces to ask questions, which will dampen students vigor and initiative and thus affect the quality of class teaching. Therefore, its the demand of practice to improve and enhance the effectiveness of teachers classroom questioning. 1.3 OrganizationThe study comprises six chapters. Chapt
15、er one introduces background and significance of the study. Chapter two is literature review, including theoretical basis, such as, Krashens input hypothesis, Swans Output Hypothesis and Longs Interaction Hypothesis and the relevant research both at home and abroad. Chapter three lists the problems
16、that exist in the classroom questioning of senior high school. Chapter four explores the factors that lead to the related problems. Chapter five illustrates the strategies to improve the efficiency of classroom questioning. Chapter six makes a conclusion and the limitation of the study.2 Literature
17、Review of Classroom Questioning2.1 Theoretical basisClassroom questioning is an important part of classroom teaching and the main approach for teachers to interact with students. The interaction between teachers and learners in classroom goes on through learners receiving input mainly from teachers
18、and producing output by themselves, which is hypothesized to aid language learning. And this is consistent with the Input Hypothesis, Output Hypothesis and Interaction Hypothesis. 2.1.1 Krashens Input HypothesisEllis claimed, “Input is the language that is addressed to the L2(Second Language)learner
19、 either by a native speaker or by another L2 learner.” In the late 20th century, Krashen (1985) puts forward what he calls the Input Hypothesis. He indicates that development from a learners current stage level of competence, i, to the next stage, i+1, which is a little bit beyond his or her current
20、 level of competence, is achieved through the learner comprehending language. The gap between the learners i and i+1 is bridged by information drawn from the situation and from the learners previous experience. Krashen believes comprehension is necessary in order for the input to became intake. He s
21、tresses that the learners focus of attention during this process is not on the new forms themselves, but on the message being communicated. It maintains that a second language is acquired through processing comprehensible input, i.e language that is heard or read and understood. Besides, Krashen als
22、o states that the best language input has four basic conditions. First, language input should be of large amount. Second, language input should be comprehensible. The purpose is to ensure the learning interest of second language learner. Third, language input should be interesting and closely relate
23、d to the learners life and study. Fourth, the language input should not emphasize too much on grammar. 2.1.2 Swans Output HypothesisOn the basis of long years of research with French immersion programs in Canada, Swain (1985) has put forward Output Hypothesis that emphasizes the opportunities to “pu
24、sh” the students to produce language. The Output Hypothesis has claimed that “comprehensible input is an important factor in language acquisition, but not a sufficient one; learners need the opportunity for meaningful use of their linguistic resources to achieve full grammatical competence in the ta
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