【作者】 刘静；

【导师】 缪海涛；

【作者基本信息】 扬州大学 ， 学科教学（专业学位）， 2015， 硕士

【摘要】 英语课堂教学需要很多语言交流活动,而教师提问则是促进师生交流的最主要方式之一。好的提问方式能激发兴趣,增强学生参与的热情。但是,当前中国外语课堂教学过程中,课堂沉默现象还比较严重,学生在课堂上往往选择沉默,显然,教师未能很好地利用课堂提问,调动学生表达和参与的热情。值得我们重视的是,课堂沉默极大地影响师生的课堂交流,妨碍学生语言水平的提高。因此,对课堂沉默现象的调查,探索教师提问方式对课堂沉默现象的影响就显得尤为重要。可见,本研究对于转变教师教学观念,丰富教师“以人为本”的教学理念具有十分重要的意义。本研究基于输入假设理论,社会互动理论和话语分析理论,对初中英语课堂教师提问对课堂沉默的影响进行了调查。本研究主要探讨以下几个问题：1、英语课堂上教师的提问策略的现状是什么?2、教师提问对课堂沉默是否有影响?如有影响,是什么样的影响?3、什么样的有效提问能消除或减少课堂沉默现象?针对以上问题,本文采用了课堂观察和问卷调查等方法进行了研究。本研究以滨海县第一初级中学初一五班65位学生为研究对象,分为两个阶段实施。在调查前期,笔者采用问卷调查的方式,了解到英语课堂上教师提问的现状；在调查后期,笔者采用问卷调查以及课堂观察的方式,探讨了教师提问对课堂沉默的影响,并根据教师提问记录表(详见附录Ⅲ),探究能有效消除或减少课堂沉默的提问方式。根据调查,笔者有以下发现：(1)当提问时,教师通常都有丰富的表情。当与学生交流时,教师通常面带微笑并与学生有眼神交流。然而教师的提问策略中也存在一些不足。例如：教师的提问数量较多；问题认知水平不当,提问的问题有时过难,有时过易；教师提问的对象不当,通常学优生比较受欢迎；等待时间不足；对学生回答的反馈不当,当学生给出错误答案后,教师有时会责备他们,也不会帮他们找到错误的原因。(2)教师提问对课堂沉默有很大影响。当教师的提问数量过多,问题的认知水平不当,教师提问的对象不当、对学生回答的反馈不当时,学生往往保持沉默。然而问题的等待时间是否足够对学生的表现并无太大影响。(3)铺垫性问题、思考性问题、提示性问题和等有效提问能提高学生参与课堂活动的热情,能有效打破课堂沉默。而过易、过难、表达不清等低效问题以及“对不对?”“是不是?”这样的无效问题则不能减少或消除课堂沉默现象。通过本次调查研究,笔者在英语教学方面也得到了一些启示。首先,问题要适量。其次,问题的层次要多方面。再次,应该给学生更多机会。最后,教师应当给予适当的反馈。然而本研究还存在很多不足之处,首先参与本研究的对象来自滨海县第一初级中学,这些学生具有良好的学习基础,对于其他学生而言本研究是否具有代表性还不能确定；其次调查对象的性别差异、年龄差异等也未予以考虑；此外,调查课型也仅为阅读课,对于其他课型尤其是像语法课这样任务较重、过程较闷的课型是否适用还不能确定。更多还原

【Abstract】 English teaching requires a lot of verbal communication activities, and teacher’s questioning is one of the most important ways to activate teacher-student interaction in class. Good questioning strategies can stimulate students’ interests, and enhance students’ enthusiasm of participation. However, during the process of foreign language teaching in China, classroom reticence is serious. Students tend to keep silence in class. Obviously, many teachers can not make good use of classroom questioning to arouse students’enthusiasm of expression and participation. What is also worthy of our attention is that classroom reticence has greatly affected communication between teachers and students and set back the improvement of students’ language level. Therefore, the investigation of classroom reticence and exploration of the effect of teacher’s questioning on English classroom reticence are of great significance. It is seen that this study has great importance to turn teachers from traditional teaching concept to student-oriented concept of teaching. In addition, it benefits the theory of Second Language Acquisition.Based on input hypothesis, interaction hypothesis and theory of discourse analysis, this study does a research on teacher’s questioning and its effect on classroom reticence in middle school English class. Questions discussed in this study are listed as follows:(1) What is teacher’s actual use of questioning strategies in English classes?(2) Do teacher’s questioning strategies in English classes have an effect on students’ reticence? If yes, what is the effect?(3) What are the effective questioning strategies to reduce or avoid students’ classroom reticence?In view of the above questions, the author conducts classroom observation and questionnaire survey. Subjects participating in the study are students of Class 5 Grade 7 in Binhai Middle School. The research involves two stages:at the first stage, questionnaire survey is conducted to find out the teacher’s actual use of questioning strategies in English class. At the second stage, the author takes classroom observation and questionnaire survey to explore the effect of teacher’s questioning on middle school English classroom reticence. Besides, the author seeks for the effective questioning strategies to reduce classroom reticence according to a record of teacher’s questioning which can be seen in Appendix III.The major findings yielded from the study are summarized as follows. Firstly, when the teacher raises questions, she always has rich expressions, and tries to communicate with the students with a big smile and an eye contact. However, there are some disadvantages in her questioning strategies. For example, she always asks too many questions; questions at cognitive level are improper and some of her questions are either too difficult or too easy; students being asked are improper and high achievers are preferred to answer; waiting time of questions is inadequate; feedback of the teacher is improper and if students’ answers are incorrect, sometimes they will be scolded instead of being helped to find out the reasons why they provide such answers. Secondly, when teacher’s questions are in larger quantities, the teacher’s questions are likely to be at improper cognitive level, students being asked are improper, or the feedback of the questions are improper, the validity of teacher’s questions are therefore reduced; as a result, classroom reticence is produced. However, no matter whether waiting time of questions lasts long enough or not, it has no influence on students’ performance in class. Thirdly, effective questioning strategies such as foreshadowing questions, thinking questions, and reminding questions can improve students’enthusiasm to take part in classroom activities and can significantly reduce classroom reticence. However, low valid questions that are too easy, too difficult or vague and invalid questions such as "Is it right?" and "Yes or no?" can’t reduce classroom reticence in an effective way.This study provides some pedagogical implications for English teaching. Firstly, questions for students should be proper in number. Secondly, questions at different levels should be asked. Besides, students should be given more chances. Last but not least, timely feedback should be used.There are also some limitations of this study. Firstly, the subjects involved in this study are from Binhai No.1 Middle School, a key school in that county. They have a good foundation for study. So we are not sure whether the result of this study can represent students across different levels. Besides, class type involved in this study is reading class, so it is still not yet known whether the result of this study is applicable to other class types, especially some classes which have heavy tasks and boring processes, such as grammar class.更多还原