【作者】 杨晶；

【导师】 秦晓晴；

【作者基本信息】 华中师范大学 ， 外国语言学及应用语言学， 2018， 硕士

【摘要】 本文以英语课堂提问作为研究课题,通过对武汉大学附属外语学校七年级的两位教龄具有显著区别的教师及其所带班级的学生的调查研究试图探究高教龄教师和低教龄教师针对不同层次的学生在英语课堂提问方面的差异性。并旨在解决以下问题:(1)高教龄教师和低教龄教师在课堂提问类型和提问策略上有何差异?(2)两个班级的学生对其教师在在课堂提问类型和提问策略上有何期望?(3)不同水平的学生对其教师课堂提问的期望与教师的课堂提问实际有哪些不一致?针对以上研究问题,笔者对两位教师的10节英语课进行了全程课堂观察,并根据课堂观察的结果在课后对其访谈。笔者在课堂观察中记录下被提问学生座位表,并结合实名问卷调查,对教师的课堂提问实际和不同水平学生的期望进行对比分析。据此,笔者根据两个班本学期5次年级测验的平均分将学生分为4个群体,分别是成绩在110分以上的拔尖群体、成绩在90分至110分之间的较好群体、成绩在72分至90分之间的一般群体以及成绩在72分以下的不及格群体。研究结果如下:(1)在提问类型方面,展示性问题在两位教师课堂中占绝大多数,参考性问题在高教龄教师课堂中的比例高于低教龄教师。在提问策略方面,两位教师都偏向于转指和重复策略,很少使用英英解释策略。高教龄教师尽量避免使用英汉翻译策略,而有意识的采用提示和探究策略;低教龄教师偶尔会采用英汉翻译策略,很少采用提示和探究策略。(2)两个班级的学生对教师课堂提问的期望没有明显差异。在提问类型方面,多数学生期望教师提问展示性问题,不少学生也期望教师能提一些源于课本并高于课本的(最近发展区之内)参考性问题。在提问策略方面,提示,转指和翻译策略最受学生欢迎,较少学生期望老师使用英英解释和探究策略。绝大多数学生不喜欢教师使用重复策略。教师的课堂提问实际与不同水平的学生的期望存在诸多一致与不一致的地方。第一,重复策略在四类学生群体中都不受欢迎。第二,成绩不及格的学生群体最期望教师采用易于理解的英汉翻译策略直接帮助他们回答问题。第三,72分以上的学生群体,普遍期望教师采用提示策略引导他们主动探寻问题的答案,这一点90分以上的学生群体表现的更为明显。第四,转指策略在110分以下的学生群体很受欢迎,尤其是90分以下的学生群体。第五,英英解释策略和探究策略在90分以上的学生群体中非常受欢迎,110分以上学生群体最期望教师采用探究策略。对比两位不同教龄教师的课堂提问实际和不同水平学生的期望,本文主要得出以下启示:第一,低教龄教师在课堂提问中应该适当增加参考性问题的数量。第二,从二语习得的角度出发,低教龄教师在课堂提问中应当尽量避免使用英汉互译策略,并在课堂教学中注意引导不及格学生群体树立正确的英语学习观念。第三,对于90分以上的学生群体,低教龄教师应当注意采用能更好引导学生主动探索问题答案的提示和探究策略。第四,两位教师在课堂提问中应避免使用不必要的重复,并适时在90分以上的学生群体中采用英英解释策略,以便更好地引导学生用英语思维方式去分析解决问题。更多还原

【Abstract】 The present study mainly focuses on classroom questioning features of two English teachers with different teaching ages in Grade Seven of the Foreign Language School affiliated to Wuhan University.Through the comparative analysis between the teaching reality of the two teachers and the expectations of their students with different achievement,the present research aims to investigate the following three questions:(1)What are the differences between the experienced and less experienced English teacher in terms of their classroom question types and questioning strategies?(2)What are students’ expectations towards their teacher’s questioning features in terms of question types and questioning strategies?(3)What are the specific conflictions between the teaching reality of both teachers with different teaching ages and the expectations of their students with different achievement?Altogether,the author observed 10 English classes,prepared interviews for the experienced teacher(ET)and the less experienced teacher(LET)according to the results of classroom observation after class and surveyed 99 students with real-name questionnaires.During classroom observation,the author recorded the seating chart of the students being questioned.And in order to discover specific conflictions between the teaching reality of two teachers and the expectations of students with different achievement,students were divided into 4 groups according to their average score(AS)in five consecutive tests in this term,namely,students with excellent,good,average and poor achievement.Through the comparative analysis,we derived the following findings:(1)Display questions take up a majority of classroom questions in both teachers’classes,and the ET raises more referential questions than the LET.Both teachers tend to adopt the strategy of repeating and redirecting,and they seldom employ the strategy of paraphrasing.The ET tries to avoid adopting translation and makes efforts to employ prompting and probing.Whereas,the LET adopts translation occasionally and rarely employs prompting and probing.(2)There exist no obvious differences about the expectations of students in both classes.Most students expect their teacher would raise display questions,and quite a few students hope their teacher would design some kind of referential questions according to but beyond the textbook,namely within their ZPD(zone of proximal development).In both classes,prompting,redirecting and translation are the top three strategies that are quite popular among students,fewer students prefer the strategy of paraphrasing and probing,and most of students don’t favor the strategy of repeating.(3)There exist some conflictions and consistency between the teaching reality of both teachers and the expectations of students with different achievement.Firstly,the strategy of repeating is the least popular among students despite of their achievement.Secondly,those students with poor achievement expect their teacher would adopt some accessible strategy to help them directly,such as translation.Thirdly,prompting is widely expected by students with average,good and excellent achievement,especially students whose AS is above 90,which indicates that they are eager to explore the right answer initiatively.Fourthly,redirecting is quite popular among students whose AS is below 110,especially students with average and poor achievement.Lastly,paraphrasing and probing are widely expected by students whose AS is above 90.And probing is most popular among students with excellent achievement.Based on the above findings,the author puts forward some pedagogical implications for both teachers,especially the LET.Firstly,it will be a good step forward for the LET to properly increase the number of referential questions in the course of teaching.Secondly,the LET should try to avoid adopting the strategy of translation from the perspective of Second Language Acquisition and make efforts to help students with poor achievement build scientific English learning strategy.Thirdly,for students with good and excellent achievement,the LET should put emphasis on leading them to explore the right answer actively by adopting the strategy of prompting and probing.Lastly,both teachers should try to avoid unnecessary repetition during classroom teaching and employ paraphrasing appropriately among students with good and excellent achievement in order to guide them to think in English.更多还原