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1、本 科 毕 业 论 文A Research about Effective Question of English Classes at No. 3 Senior High School in Tongren院 系 外国语言文学系 专 业 英语 年 级 2010级 学 号 2010031068 姓 名 指导教师 贵州 铜仁2014年5月铜仁三中英语课堂有效提问的调查研究 TABLE OF CONTENTSABSTRACT(English)ABSRACT(Chinese)I. Introduction1II. Methodology22.1 Instruments22.2 Data analys
2、is32.2.1 The design of questionnaire32.2.2 Data analysis of the questionnaire4III. Results and Discussions63.1 Discussion63.2 Definitions of Effective Classroom Questioning63.3 The Influence Factors of Effective Questioning73.3.1 The Relevant Factors of Students83.3.2 The Relevant Factors of Teacher
3、s83.3.3 The Different Layers of Questions 9IV. Conclusion10REFERENCES11ACKNOWLEDGEMENTS12 ABSTRACTIt is a catalyst of success in one lesson for the valid classroom questioning, however, the teachers questions have an certain affect on the quality of class teaching to some extent. Therefore, teachers
4、 questions should suit for the students cognition and language level from all aspects,illuminate students mind and stimulate their interest in learning. Promote students language output and strengthen their expressive ability of language to improve the efficiency of students study. This thesis from
5、the view of Second Language Acquisition，to explore teachers consciousness of effective questioning and utilize effective questioning strategies in the process of teaching at No.3 High School in Tongren . The author investigated through questionnaire and interview. The subjects got involved to 180 st
6、udents and 6 teachers in the senior high school. The results show that most of the teachers ask questions randomly based on their experience, without systematic and scientific consciousness of effective questioning. This paper mainly discusses theeffective classroomquestioning strategies, and how to
7、improve the quality ofEnglish teachers classroomteaching.Key words: effective classroom questioning; High School English: strategiesAdvisors Signature Students Signature 摘要有效的课堂提问是一节课成功的催化剂，在某种程度上教师的提问对课堂教学的质量有一定的影响。因此，教师的提问的问题要适合学生的认知与语言水平，应涵盖各个层次。所问问题要富于启发性，能激发学生学习的兴趣。促进学生的语言输出和强化学生英语语言表达能力，最终提高学生
8、的学习效率。作者以二语习得理论为依据，探索铜仁三中英语老师在教学过程中的提问意识，以及有效提问策略在课堂上的运用。作者主要以问卷和访谈的形式进行调查和分析，调查的对象包括高中年级的180名学生和6名英语教师。调查发现大部分教师凭经验提问，缺乏系统科学的有效课堂提问意识。本文主要阐述有效课堂提问的策略，以及如何提高英语教师课堂教学的质量。关键词：有效课堂提问 高中英语 策略指导老师签名 学生签名 A Research about Effective Question in English Classes of Tongren No.3 senior High School I. Introduc
9、tionIn the background of new curricula standard reform brought forward the new demand to teachers qualities. That is, the educators should change the traditional models of teaching, studying and educational ideas, in order to suit the demand of the new era and the new curricula, the teachers not onl
10、y to enhance leading and organizing, but also to be able to create a better teaching and study environment for the students. Therefore, design the teaching model, contents, and methods should based on the students as the center, when the teachers organize a effective English teaching. In the activit
11、ies of English classroom interaction, the effective classroom questioning play an indispensable role. Which is one of the most important method in the effective class teaching.This paper is a case study, attempting to explore the current situation that the English teachers questioning at No.3 High S
12、chool in Tongren. Hoping to find a effective way to cultivate the students interests in English learning, and enable them to achieve all-round improvement. As a result, on one hand, can make the teachers be aware of the importance of effective classroom questioning, help them to teach English moreef
13、ficiently. On the other hand, it can help the students to promote English learning. In addition, to develop their own learning methods, and make students learning more relaxed, the teachers teaching should be more successful and effective. This paper mainly attempts to solves the following questions
14、: (1) Whats theeffective classroomquestioning strategies ?(2) How toimprove the quality ofEnglish teachers classroomteaching through questioning?. Methodology2.1 Instruments In this experiment, the writer selected 180 students in different grade in the No.3 High School of Tongren as sample. In addit
15、ion, there are 6 English teachers were chosen randomly to interview.In this thesis, data collection will be conducted through questionnaire and interview. The questionnaires ask some about respondents personal information in effective question. The students only choose the appropriate answer accordi
16、ng to their individual views. Here is the chart:Table 1: Questionnaire on Effective Question in English Classes senior High School1.What do you think of the function of questioning and answering in your English study?2. How often does your English question? 3. When your teacher asks a question, will
17、 you feel nervous?4. What do you think is the most effective questioning method?5 What is the frequency when you are asked to answer the teachers question in an usual class? 6. What is the frequency when you hope to be asked in an English class?7. What about the difficulty rank when you are asked to
18、 answer a question?9. What is your opinion on a sudden nomination and questioning?10.How will your English teacher respond when you answer a questioning accurately?11.How do you want your teacher to respond who you have answered the questioning accurately? 12. How does your English teacher often res
19、pond when you give a mistaken answer?Table 2: Interview on Effective Question in English Classes senior High SchoolDo you know any questioning designs when you prepare your class?What kind of factors will be put into consideration when designing the questions?Can you take this class as an example to
20、 explain what questions have you designed?How do you design the question to break through the emphases and the difficult points?What do you think of the function of class questions?What do you think are the most successful questions for this class?What questionings do you think are relatively succes
21、sful for this class?Have you ever found that your students keep silent when you give a questioning? What do you think is the reason why they keep silent?What kind of questions can most stimulate students interest and promote their English study according to your own experience?What do you usually do
22、 when your students can not answer your questions?What kind of questioning tactics do you use while questioning and why?What is your favorite questioning method? Are you used to questioning only those who put up their hands and why?While questioning, will your tone, expressing and your actions have
23、any effect on your students?Have you ever encouraged students to put forward questions themselves? 2.2 Data Analysis2.2.1 The design of the questionnaireTo ensure the data is reliability and avoid misleading. All of the survey is Chinese. The data of this thesis are two parts. One is the students qu
24、estionnaire. Which is designed rationally and particularly for students. The students who filled in the questionnaire were chosen randomly. There were 180 senior high school students of six classes and they were told the requirements of filling in the questionnaire. In fact,162 questionnaires were h
25、anded in. 6 questionnaires were invalid, only 156 students questionnaires is useful. The rate of validity reaches 88%.The other part of the data is the result of interview survey., the author, combined with classroom notes, made some informal communication with teachers based on the interview outlin
26、e prepared beforehand, to know about hisher concept of class questioning, the related factors to affect the validity of class questioning and the use of questioning strategies.2.2.2 Data analysis of the questionnairesTable 3:The validity of class questioning strategiesT1T2T3T4T5T6Prompting323563self
27、-explaining544653Probing234345Redirecting182421162120Total numbers283332303631Good learning starts with questions, not answers. Guy Claxton, Professor in Education and Director of CLIO Development University of Bristol. The table shows that some teachers even did not know these strategies. Probing m
28、eans when the students could not answer questions, the teacher is not to let them give up easily, but to add several related questions with lower difficulty, which will lead students to think and really drive into classroom activities. This skill masterly protects the proper pride of those students
29、who cant answer questions, and guide students to develop ideas for more in-depth thinking. In addition, we can also find that repeating and redirecting are the questioning skills that are used most frequently in English classes.The above table shows that we should strengthen the guidance of teachers
30、 questioning skills, help them know more questioning strategies, and improve the artistry of questioning. However, in the communication with teachers, it is not difficult to find that teachers were lack of training in the aspects of “questioning”. In general, teachers only consider how to design pro
31、blem, but rarely consider how to do if the student cant answer. If we say the feedback of questioning is the embodiment of teaching wit, this kind of teaching wit is based on the accumulation of daily life. Table 4:Interview on the Questioning TypesTeacherABCDEFAverageYN14%13%14%26%13%8%17%Or6%4%2%2
32、% 1%5%Wh-68%66%69%70%66%67%68%Howwhy17%16%23%18%19%17%18%Total34455660405048Closed Q88%89%84%91%92%96%90%Open Q12%15%16%13%10%9%15% According to the table, we can clearly see that each teacher has a certain number of open questions in each class, showing that they do not ignore the development of st
33、udents thinking. What needs to be mentioned is that quite a lot of listed questions belong to the category of instruction questions, which prove that the senior high school teachers lack of consciousness on effective questioning. In this research, the objects are students in senior grades, staying a
34、t the senior stage of English teaching, so quite a certain number of instruction questions are unnecessary. According to actual English class observation, the using of open questions are helpful because they can be used to stimulate how students study and be used to activate class teaching activitie
35、s step by step to make sure the natural connection of different teaching step and the effective application of class teaching.IIIResults and Discussion3.1 Discussion“It is impossible to conceive of teaching without asking questions (Hyman, 1979, ibid.). In the article of Asking Questions Effectively
36、, James Manktelow (James Manktelow , 2009) stated, “Garbage in, garbage out, is a popular truth, often said in relation to computer systems: If you put the wrong information in, youll get the wrong information out. The same principle applies to communications in general: If you ask the wrong questio
37、ns, youll probably get the wrong answer, Asking the right question is at the heart of effective communications and information exchange. By using the right questions in a particular situation, you can improve a whole range of communications skills: for example, you can gather better information and
38、learn more; you can build stronger relationships, manage people more effectively and help others to learn too.”After analysis of the above-mentioned questionnaire. The author not only finds out questioning strategies that willbenefit students English learning. The application of effective classroom
39、questioning reform the traditional English teaching. English class with it can be more active and lively with more activities and students participation and interaction. It can also cultivate their competence of learning independently and how to learn.3.2 Definitions of Effective Classroom Questioni
40、ngEffective classroom questioning, also called effective questioning, just as Zhou Xi(Zhou Xi,2008) stated, “effective questioning must ensure there are some ideological contents and philosophy behind questions. Effective questions are questions which urge students to think deeply, produce good effe
41、cts and organize students to discuss questions effectively.” Gary D. Borich (Gary D. Borich,2002) said, “ effective questioning should lead students to make relevant, complete responses, and stir up students consciousness of participation” Besides, Gary D. Borich stated that Effectiveness of questio
42、ning not only relies on the words expressed, but the sound effect, the emphasis and choice of words, and the context the question is raised. A question can be come up with in many ways, each of which determines whether and how students understand the question. In other words, there are many differen
43、t questioning types to be asked, and the way to raise a question of each type can determine whether it is can be understood and what kind of question it will be understood. Whats more, according to Dale Hoskisson (Dale Hoskisson,2009) stated, “effective classroom question usually points to open mind
44、, not the questions obtaining standard answers or reaction. Effective classroom questions usually begin with Why, How and so on.”3.3 The Influence Factors of Effective QuestioningThere are several aspects influence the teachers effective questioning as follows, the existing language level of the stu
45、dents, Students preferences for different questions, waiting time refers to the time gap between asking questions and students answering questions. Teachers feedback after students answering, the different layers of questions. For example, When a student give unknown, weak and partly or completely r
46、esponses, promoting strategy was used by teachers. If the teacher confirms that the question is clear enough, he or she should give hints to help students develop their answers. The teacher may frequently begin by referring to the content that the student does not know and then he should change the
47、question to an even simpler level. If the initial answer is partly correct, the teacher should first be sure about the correct part through telling the student what is right, and then continue to modify the incorrect part. If the teacher discouraged the student because of the incorrect answer, the student will lose interest in learning. Sometimes a simple hint will be sufficient to guide
