A Research about Effective Question of English Classes at No. 3 Senior High School in Tongren铜仁三中英语课堂有效提问的调查研究

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 iia research about effective question in english classes of tongren no.3 senior high schoola research

9、 about effective question in english classes of tongren no.3 senior high school i. introductionin 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 id

10、eas, in order to suit the demand of the new era and the new curricula, the teachers not only 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 stud

11、ents as the center, when the teachers organize a effective english teaching. in the activities 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, attem

12、pting to explore the current situation that the english teachers questioning at no.3 high school 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 aw

13、are of the importance of effective classroom questioning, help them to teach english moreefficiently. 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

14、more successful and effective. this paper mainly attempts to solves the following questions: (1) whats theeffective classroomquestioning strategies ?(2) how toimprove the quality ofenglish teachers classroomteaching through questioning?. methodology2.1 instruments in this experiment, the writer sele

15、cted 180 students in different grade in the no.3 high school of tongren as sample. in addition, 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

16、 information in effective question. the students only choose the appropriate answer according 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 englis

17、h study?2. how often does your english question? 3. when your teacher asks a question, will 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 h

18、ope to be asked in an english class?7. what about the difficulty rank when you are asked to 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 wh

19、o you have answered the questioning accurately? 12. how does your english teacher often respond 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 p

20、ut into consideration when designing the questions?can you take this class as an example to 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 mo

21、st successful questions for this class?what questionings do you think are relatively successful 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 inter

22、est and promote their english study according to your own experience?what do you usually do 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

23、up their hands and why?while questioning, will your tone, expressing and your actions have 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.

24、all of the survey is chinese. the data of this thesis are two parts. one is the students questionnaire. 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 we

25、re told the requirements of filling in the questionnaire. in fact,162 questionnaires were handed 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 cl

26、assroom notes, made some informal communication with teachers based on the interview outline 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 questi

27、onnairestable 3:the validity of class questioning strategiest1t2t3t4t5t6prompting323563self-explaining544653probing234345redirecting182421162120total numbers283332303631good learning starts with questions, not answers. guy claxton, professor in education and director of clio development university o

28、f bristol. the table shows that some teachers even did not know these strategies. probing means 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

29、into classroom activities. this skill masterly protects the proper pride of those students 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

30、in english classes.the above table shows that we should strengthen the guidance of teachers 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 tra

31、ining in the aspects of “questioning”. in general, teachers only consider how to design problem, 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. ta

32、ble 4:interview on the questioning typesteacherabcdefaverageyn14%13%14%26%13%8%17%or6%4%2%2% 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 nu

33、mber of open questions in each class, showing that they do not ignore the development of students 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 ef

34、fective questioning. in this research, the objects are students in senior grades, staying at 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 c

35、an be used to stimulate how students study and be used to activate class teaching activities 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 wi

36、thout asking questions (hyman, 1979, ibid.). in the article of asking questions effectively, 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

37、 out. the same principle applies to communications in general: if you ask the wrong questions, 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

38、a whole range of communications skills: for example, you can gather better information and 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 str

39、ategies that willbenefit students english learning. the application of effective classroom 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

40、of learning independently and how to learn.3.2 definitions of effective classroom questioningeffective 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 question

41、s. effective questions are questions which urge students to think deeply, produce good effects 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 c

42、onsciousness of participation” besides, gary d. borich stated that effectiveness of questioning 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 determine

43、s whether and how students understand the question. in other words, there are many different 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 hoskis

44、son (dale hoskisson,2009) stated, “effective classroom question usually points to open mind, 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 infl

45、uence the teachers effective questioning as follows, the existing language level of the students, 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 lay

46、ers of questions. for example, when a student give unknown, weak and partly or completely responses, 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 begi

47、n by referring to the content that the student does not know and then he should change the 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 in

48、correct 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 the student to a correct answer. more commonly, it is important for the teacher to use a series of prompts which guide

49、 the students step by step to answer the question. teachers prompts may be present in the form of hints, intermediate questions or clues. in some cases, students answers are correct but insufficient as it lacks depth. so it is necessary for teachers to make the students provide additional informatio

50、n to get a more complete answer (jacoben, et al. 1999:162).3.3.1the relevant factors of studentsstudents knowledge level and ability is different, when many teachers ask questions in class, they dont take students knowledge level and ability into account beforehand. if questions are too difficult, s

51、tudents will lose confidence of solving questions. if questions are too easy, students will think they are not worth answering .these two can not reach the goal of questioning. therefore, only when the teacher pays attention to the adaptability between the questions and students knowledge and abilit

52、y level so as to get the goal of questioning. that is to say, teachers questioning types should be reasonable collocation and should pay attention to the importance role of open questions on students development. teachers should combine the classroom task, according to the characteristics of student

53、s age at the same time, teachers will consciously using different levels of questioning for teaching, not only consolidated their new knowledge but also develop students thinking ability. 3.3.2 the relevant factors of teachersto some extent, teachers level of major knowledge determine the quality of

54、 classroom teaching. while quite a lot of teachers have low level of major knowledge that their nonstandard pronunciation and non-fluent oral expression or even wrong language expression. besides, most of teachers would ask questions in chinese, which has an bad effect on the effective questioning i

55、n the classroom teaching. however, teachers lack of awareness to questioning in the traditional class teaching. the large part of time, teachers always taking and the students are taking down whats their teachers said. the students are so seldom raise a question in a class that they are hardly lose

56、their ability of questioning. whats more, waiting time refers to the time gap between asking questions and students answering questions, which means that teachers should provide adequate waiting time for students when they raise a question. in fact, the length of waiting time is too short, for examp

57、le, when one student cant answer the teachers questions, the teacher will ask another. as a result, the students lose the confidence to answer questions. further more, teachers feedback after students answer a question is one of factors that influence the quality of teachers effective questioning.3.3.3the different layers of questions american psychologist bruner said: “teaching process is a continuous one dur