發(fā)布時(shí)間：2024-06-03 01:12

　　隨著教學(xué)方法從聽(tīng)說(shuō)教學(xué)法轉(zhuǎn)向交際語(yǔ)言教學(xué)法,語(yǔ)言的交際功能在實(shí)際中的應(yīng)用也變得越來(lái)越重要。在中國(guó),英語(yǔ)課堂是語(yǔ)言學(xué)習(xí)的主要來(lái)源。教師的提問(wèn)在英語(yǔ)教學(xué)中發(fā)揮著重要的作用,教師在課堂上有效的提問(wèn)行為能引發(fā)學(xué)生的思考,鼓勵(lì)學(xué)生口語(yǔ)輸出,然而,在實(shí)際的中學(xué)課堂教學(xué)過(guò)程中,這種最常用的教學(xué)方式卻被輕視與忽略了。教師提問(wèn)涉及許多方面,本文擬研究高中教師提問(wèn)類(lèi)型對(duì)學(xué)生口語(yǔ)輸出的影響,旨在幫助教師發(fā)現(xiàn)英語(yǔ)閱讀課上教師提問(wèn)存在的問(wèn)題,提高其提問(wèn)技巧,促進(jìn)學(xué)生口語(yǔ)輸出。本研究以基于Krashen輸入假說(shuō)、Swain輸出假說(shuō)、Long互動(dòng)理論,采用案例研究方法,通過(guò)課堂觀察、轉(zhuǎn)寫(xiě)和訪談的研究工具擬對(duì)新疆伊寧市第三中學(xué)三個(gè)普通班的三位英語(yǔ)教師課堂提問(wèn)類(lèi)型對(duì)其學(xué)生的口語(yǔ)輸出的影響展開(kāi)研究,旨在回答以下三個(gè)研究問(wèn)題:1.在高中英語(yǔ)閱讀課上教師提問(wèn)常常有哪些類(lèi)型?在高中英語(yǔ)閱讀課上的不同提問(wèn)類(lèi)型的分布情況如何?2.學(xué)生口語(yǔ)輸出的語(yǔ)符量與教師提問(wèn)類(lèi)型之間的關(guān)系是什么?3.教師的提問(wèn)類(lèi)型如何影響學(xué)生口語(yǔ)輸出的復(fù)雜性?研究結(jié)果表明,首先,在高中英語(yǔ)閱讀課上,從問(wèn)題的功能來(lái)講,教師往往會(huì)提出事實(shí)性問(wèn)題,緊隨其后的是推理性問(wèn)...

【文章頁(yè)數(shù)】：64 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgement
Abstract
摘要
1. Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
2. Literature Review
    2.1 Relevant Concepts
        2.1.1 Concepts of teachers’ questions
        2.1.2 Oral output
        2.1.3 English Reading
        2.1.4 Classification of teachers’ questions
    2.2 Theoretical Basis
        2.2.1 Krashen’s (1982) input hypothesis
        2.2.2 Merrill Swain’s output hypothesis
        2.2.3 Interaction theory
    2.3 Researches of the influence of teachers’ questioning types on oral output abroad and at home
        2.3.1 Researches of the influence of teachers’ questioning types on oral output abroad
        2.3.2 Researches of the influence of teachers’ questioning types on oral output at Home
        2.3.3 Limitations of Previous Researches
3. Research Methods
    3.1 Research Aim
    3.2 Research Questions
    3.3 Research subject
    3.4 Research Instruments
        3.4.1 Video Recorder
        3.4.2 Observation Sheets
        3.4.3 Interview
    3.5 Research Procedure
        3.5.1 Data Collection
        3.5.2 Data Analysis
4. Result and Discussion
    4.1 Teachers’ Questioning Types and Distribution of Questioning Types
        4.1.1 Classification of Teachers’ Questions Based on the Functions and the Contents
        4.1.2 Distribution of Teachers’ Questioning Types
        4.1.3 Discussion of Distribution of Teachers’ Questioning Types
    4.2 Influence of Questioning Types on Tokens of Students’ Oral Output
        4.2.1 Result of the Influence on the Tokens of Students' Oral Output
        4.2.2 Discussion of the Influence on the Token of Students' Oral Output
    4.3 Influence of Questioning Types on Syntactic Complexity of Students’ Oral Output
        4.3.1 Result of Influence on Syntactic Complexity of Students’ Oral Output
        4.3.2 Discussion of the Influences on Syntactic Complexity of Students’ oral output
5. Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of the Study
    5.4 Suggestions for further research
References
Appendix I
Appendix II
Appendix III
Appendix IV
附件



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