高中英语阅读课教师提问现状及对策分析

Abstract

ReadingteachinghasalwaysbeenanimportantpartinseniorEnglishcourses.With

thefurtherdevelopmentofeducationreform,howtoimprovestudents'readingabilities

andtheirpracticalcapabilitiesinreadingteachingisundermoreandmoreattention.The

teachertalkinclassservesnotonlyastheprimarymeansofteachingreading,butalsoas

animportantsourceofstudents'languageinput.Theteacherquestioningstandsavital

positioninteachertalkandisamostcommonlyusedmeansofEnglishreadingteaching

tolinkandenrichteachingactivities.Thequestionstypes,thequestioningmethods,

questioningstrategiesandsoonaredirectlyrelatedtotheeffectivenessofreading

teachingandtheconstructionoftherelationshipbetweenteachersandstudents.

Therefore,tostudythecurrentstatusquoofteacherquestioninginseniorhighschoolis

ofgreatempiricalsignificance,whichaimstomakebestuseoftheadvantagesand

bypassthedisadvantagesaswellasimprovestudents'goodlearninghabitsandstrategies.

ThreeEnglishteachersandthreeclassesofstudentsinseniorgradeoneinakey

highschoolofGanzhouwereobservedasresearchsubjects,andliteraturereview,

observation,questionnaireandinterviewwereusedinthisresearch.Basedonthe

literaturereviewonquestioningandtheEnglishclassroomquestioningobservationscale,

threeunitsofreadingclassbythethreeEnglishwereobservedandsomeproblemsand

deficiencieswerefoundinEnglishreadingclasses.Interviewstoteachersand

questionnairestostudentswereimplementedtoexplorethereasonsbehindthe

phenomenaandtorealizetheirneedsandconfusionsinordertoputforwardsome

suggestions.Basedontheabove,conclusionsarethefollowings:

1)Unbalancedproportionsofquestiontypesfordisplayquestionsaremuchmorethan

referentialquestions;

2)Simplequestioningmethodsofteachersforchorusansweringandnominatingare

appliedquiteoftenandsometimeswithinsufficientlypreparedquestions;

3)Theallocationofwaitingtimeisunequalforsometimestoolongforsomequestions

inpre-readingstageandteachers'feedbackissimpleandrandom.

4)Volunteeringisnotfrequentlyseeninclasswhichneedsteachers'moreefforts.

Accordingly,thispaperputsforwardssomesuggestionsandimprovementsto

optimizetheeffectofEnglishreadingclassandtoimprovestudents'readingabilities

fromtheperspectiveofquestioningdesign,questioningaim,questioningtype,

questioningstrategies,feedbackstrategiesandsoon.

Keywords:Seniorhighschool;Englishreadingclass;Teacherquestioning;

Questioningstrategies

ii

摘要

摘要

阅读教学一直在高中英语课程中占有十分重要的地位­随着高中英语教育改革

的逐步深入，阅读教学中如何培养学生的阅读技能和英语实际应用能力等方面也越

来越受到重视。教师话语不仅是阅读教学的主要手段，同时也是学生语言输入的一

个重要来源。提问在教师话语中占了较大的比例，是英语阅读课堂教学最常用的教

学手段，是丰富课堂教学的重要环节,提问的种类、提问的方法以及问题策略等都

直接关系到阅读教学的效果和师生关系的建构。因此，研究和调查目前高中英语阅

读课堂提问的状况，扬长避短•对于提高英语教学质量具有重要的现实意义,且有

助于培养学生良好的学习策略和学习习惯。

本研究以赣州市某重点高中高一年级的三位英语教师和三个教学班的学生为研

究对象•采用了文献法、观察法'访谈法和问卷调查法等研究方法。首先查阅并整理

了关于高中英语阅读课堂教师提问的相关文献，然后分别对三位英语教师三个单元

的阅读课进行了全程跟踪•初步掌握了英语阅读教学教师提问中存在的问题和不足•

最后与三位英语任课教师进行了深度访谈且对三个班级的学生进行了问卷调查，以便

更深入的了解师生对英语课堂提问的意见'困惑和建议，同时进一步佐证跟踪课堂

教学掌握的情况。本研究主要得出如下结论：

1）展示性问题与参考性问题比例失衡，展示性问题占提问总数比重过大，参考性

问题比重过少；

2）教师提问所涉及的词'语法以及语速符合学生的英语实际水平，然而提问的方

式过于单一，某些时候提问的目的不明确且明显准备不足，未能深刻且全面了解和

认识提问的实质；

3）教师提问等待时间分配不均在阅读中的等待时间稍过长以至对读后的参考性

问题等候时间不足,且提问后反馈方式尚需优化；

4）虽然绝大多数学生认为提问能够提高自己英语阅读的能力有利于提高英语表

达能力,然而积极主动回答个别提问的情况较少,主动提问的情况就更少；

基于以上调查研究结果，本研究从问题设计策略、提问策略（包括目的、类型和方

式等）、反馈策略等方面提出了优化高中英语阅读课堂提问的建议，以期能创造和谐'

活跃的英语学习环境,提高学生英语阅读能力及教学效果。关键词：高中英语；

阅读课堂；教师提问；提问策略

ill

CONTENTS

CONTENTS

Abstract..........................................................................................................................I

摘要.....................................................................Ill

CONTENTS................................................................................................................IV

ChapterOneIntroduction.............................................................................................1

BackgroundoftheStudy....................................................................................1

SignificanceandPurposeoftheStudy..............................................................2

SignificanceoftheStudy..........................................................................2

PurposeoftheStudy................................................................................3

OrganizationoftheThesis..................................................................................3

ChapterTwoLiteratureReview...................................................................................5

ReadingTeaching................................................................................................5

TeacherQuestioning............................................................................................6

DefinitionofTeacherQuestioning..........................................................6

ImportanceandFunctionsofQuestioning............................................6

CategorizationofQuestionTypes...........................................................7

BasicClassificationsofQuestions................................................7

Reading-relatedQuestions........................................................10

QuestioningStrategies...........................................................................11

QuestioningMethods............................................................................12

Wait-timeofQuestioning......................................................................13

F'eedbackof^Questioning・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・14

EffectsofTeacherQuestioningonEnglishReading......................................15

PositiveEffectsonEnglishReading....................................................15

NegativeEffectsonEnglishReading..................................................16

RelevantResearchesAbroadandatHome....................................................16

ResearchesAbroad................................................................................16

l^esearchesatHoine・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・17

ChapterThreeTheoreticalFoundations........................................................................19

SocraticDialogueTheory................................................................................19

Krashen9sInputHypothesis............................................................................19

Longs'InteractionHypothesis........................................................................20

Swain'sOutputHypothesis.............................................................................20

TheoreticalFoundationRelatedtoReading..................................................21

IV

CONTENTS

ChapterFourResearchDesignandMethodology......................................................23

ResearchObjective..........................................................................................23

ResearchSubject.............................................................................................23

ResearchInstruments......................................................................................25

ProceduresofDataCollectionandAnalysis..................................................26

ChapterFiveDataAnalysisandDiscussion.................................................................27

Students9SatisfactiontowardTeacherQuestioning......................................27

QuestionTypesinDifferentReadingStages.................................................28

QuestionTypesinPre-reading.............................................................28

QuestionTypesinWhile-reading.........................................................30

QuestionTypesinPost-reading............................................................31

QuestioningMethodsinReadingStage.........................................................34

QuestioningStrategiesinReadingStage.......................................................37

Wait-timeofTeacherQuestioninginReadingStage.....................................41

FeedbacksinReadingStage...........................................................................44

ChapterSixConclusion.................................................................................................49

MajorFindingsoftheStudy...........................................................................49

ImplicationsandSuggestions.........................................................................51

PrinciplesofTeacherQuestioninginReadingClass...........................52

PrincipleofComprehensiveness...............................................52

PrincipleofInterest...................................................................53

PrincipleofArt...........................................................................53

StrategiestoImprovetheEfficiencyofTeacherQuestioningin

EnglishReadingClass.....................................................................54

StrategiesforDesigningQuestions..........................................54

StrategiesforManagingTeacherQuestioning........................56

StrategiesforControllingTeacherQuestioning......................58

StrategiesforProfessionalizingTeacherQuestioning.............60

LimitationsoftheCurrentResearch..............................................................61

SuggestionsforFurtherResearch..................................................................62

AppendixIQuestionnaireforStudents(withdataresults).....................................63

AppendixIIInterviewQuestions................................................................................67

AppendixIIITranscriptionSample..........................................................................69

References......................................................................................................................77

Acknowledgements........................................................................................................83

CONTENTS

万方数据

ChapterOneIntroduction

ChapterOneIntroduction

BackgroundoftheStudy

Englishreadingclassisthemaincourseforseniorhighschoolstudentstoget

languageknowledge,strengthenEnglishskills,traincriticalandcommunicativeabilities

andtounderstandtheculturalbackgroundknowledgeofEnglish-speakingcountries.Itis

alwaystreatedasatoppriorityforEnglishteachers.Inthepaperofcollegeentrance

examination(totalmarkis150),thereadingcomprehensionsectionaccountsfor40

points.TheEnglishCurriculumStandards(2003)alsomadeitclearthatteaching

readingcanhelpstudentscultivatereadingstrategiesandthesenseoflanguage,with

particularemphasisontheabilityofstudentstoobtainandprocessinformationinthe

readingprocess.Itisclearthatreadingplaysanimportantroleinseniorhighschool.

Questioning,asanimportantteachingstrategies,isalsoateachingmethodused

frequentlyintheclassroom.Thequalityofteacher'squestioningdirectlydeterminesthe

successorfailureofthereadingclass,theeffectivenessoftheinteractionbetweenthe

teacherandstudentsandtheoveralldevelopmentofstudents.

However,aftersearchingalargenumberofliteratures,thestudiesaboutthe

classroomquestioninginChinastillhavesomeproblemsanddeficiencies,suchas:the

researchesaboutquestioningarekindofgeneralized.TheresearchesaimingatEnglish

classroomquestioningisnotcommonandthequestioninginthecollegesismorefocused

bycollegeteachers.Asfortherelevantresearchesofprimaryandsecondaryschoolsare

inadequateandevenlessintheaspectofspecificreadingcourse.Onlytwelvearticlesare

foundthroughavarietyofwaystosearchthedata,like:PanXiaoyan(2009):"AStudy

onClassroomQuestioningStrategiesinReadinginSeniorHighSchool",ZhouHong

(2001):"TheresearchonquestioninginEnglishreadingclass."

Inviewofthis,thisresearchconfinesclassroomquestioningtotheEnglishreading

classesandtryingtochangethepreviouswaysfromtheperspectiveoftheteacherintoa

furtherdiscussionfromtheperspectiveofstudentsandteachers.Thisstudymanagingto

digouttheteachersandstudents'understandingstowardquestioningatEnglishreading

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class,aswellasthepuzzlesandexpectations,inordertoprovideastrongbasisfora

betterproposingofquestioningstrategiesinEnglishreadingclass.Therefore,three

teachersandtheirstudentsfromakeyhighschoolinGanzhouarechosenasthesample,

andobservation,questionnaireandinterviewsareadoptedtostudyteacherquestioningin

readingclassesinordertofindoutthecurrentproblemsanddeficienciesexistinginthe

classroomquestioningandputforwardeffectivecountermeasurestoimprovethe

teachingqualityofseniorhighschoolEnglishreadingclasses.

SignificanceandPurposeoftheStudy

SignificanceoftheStudy

Typically,teachersproposenumbersofquestionsinclassesandquestionisastrong

connectionlinksteacherandstudentstogether.Thequalityofteacherquestioninghas

greatinfluenceontheeffectivenessofclassroomteaching.Manyscholarshavefoundout

thatinteractionsbetweenteachersandstudentsarecloselyrelatedtoteacherquestioning.

What'smore,learners'outcomealsohasgreatconnectionwithteacherquestioning.Toa

largeextent,whethertheinteractionisgoodornotlargelyresultsfromteacher

questioning.Therefore,teacherquestioningservesnotonlyasamainsourceofstudents'

languageinput,butalsoasasignificantmeansofcreatingaharmoniouslearning

atmosphereaswellasprovidingopportunitiesforstudentstoproducelanguageoutput.If

teacherquestioningisusedappropriately,students'thinking,learningandinteractioncan

allbestimulated.So,thestudyonteacherquestioninginEnglishreadingclassesofsenior

highschoolisfulloftheoreticalandpracticalsignificances.

Theoretically,theclassroomisthemainplaceforstudentstoacquirethebasic

languageknowledgeaswellasthecommunicativeabilities.Teachersshouldgive

studentsmoreopportunitiestoperformthetargetlanguage.Thestudycandohelptothe

furtherresearchonsecondlanguageacquisitioninEnglishreadingclassesand

continuouslyenrichandimprovethedomestictheoriesofteacherquestioning.

Practically,thestudyprovideeffectivesuggestionsaimingattheproblemsfound,

whichcanhelptoimprovetheeffectivenessofreadingteachingandisusefulfor

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ChapterOneIntroduction

teachers'professionaldevelopment.

PurposeoftheStudy

Asitisknowntousthatquestioningisoneofthemostfrequentlyusedwayin

readingteachingandeffectivequestioningcanevokestudents'criticalthinkingaswellas

acquiringthereadingtext.Themainpurposeofthestudyistounderstandthestatusquo

ofteacherquestioninginEnglishreadingclassfromtheaspectsofquestiontypes,

questioningmethodsandstrategies,wait-timeandfeedback,soastofindouttheexisting

problems.Besides,thestudyalsoprobesintoteachers'personalthoughtsbyinterview

andstudents'assessmenttowardsdifferentaspectsofteacherquestioningbymeansof

questionnaires.Furthermore,thisstudyproposessomestrategiesandeffective

countermeasuresforteachersquestioninginEnglishreadingclass.Tobespecific,this

studyaimstoanswerthefollowingquestions:

(1)WhatisthestatusquoofteacherquestioninginEnglishreadingclass?What

problemsordeficienciesarethey?

(2)Howisstudents'satisfactionofteacherquestioninginEnglishreadingclass?What

dotheyneed?

(3)HowtoimprovethecurrentquestioningeffectofEnglishreadingclass?What

conditionsarerequired?

OrganizationoftheThesis

Thisthesismainlyconsistsofsixchapters.

Chapteroneistheintroductionofthestudy,whichcontainingresearchbackground,

purposeandsignificanceoftheresearchandorganizationofthethesis.

Chaptertwoisaboutliteraturereviewonteacherquestioning.Inthischapter,the

relatedstudiesathomeandabroadinthefieldsofdefinitionofquestioning,functionsof

questioning,classificationofquestions,wait-time,questioningmethods,questioning

strategiesandteachers'feedbackarereviewed.

Chapterthreeistheoreticalfoundations,whichincludingSocraticdialoguetheory,

Krashen'sinputhypothesis,Long'sinteractionhypothesisandSwain'soutputhypothesis.

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Theoreticalfoundationrelatedtoreadingisalsointroduced.

Chapterfourisresearchdesignandmethodologywhichfocusontheresearch

questions,objective,andresearchmethodincludingthesubjects,lessontypeand

procedureofdatacollectionandanalysis.

Chapterfiveisthedataanalysisanddiscussions,whichshowstheresultsbasedon

classroomobservation,interviewandquestionnaire.

Chaptersixisconclusionofthethesis.Inthischapter,majorfindingsoftheresearch

areintroducedandpedagogicalimplicationsareputforwardto.Besides,thelimitations

ofthestudyandrecommendationsforfurtherstudyarealsoillustrated.

Inaddition,appendixesincludingquestionnaireforstudentsandinterviewquestions

forteachersandtranscriptionssampleofrecordingmaterialareincludedafterthe

references.

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ChapterTwoLiteratureReview

ChapterTwoLiteratureReview

Inthischapter,thepreviousreviewonteacherquestioningisintroduced,which

includesthedefinition,functionsandclassificationsofquestioning,questioningmethods,

questioningstrategies,wait-timeandfeedback,inordertomakeabetterunderstanding

aboutteacherquestioning.

ReadingTeaching

WiththedevelopmentofEnglishsubjects,teachingcontenttendstobeorganic

combinationofdetailedandcomprehensive,teachingofreadingoccupiedanextremely

importantroleinhighschool.Premiseofteachingreadingistounderstandwhatreading

is?Forthereadingpurposesandmethodsaredifferent,itisdifficulttomakeaclear

definitionforreading.Before1970s,readingtheoryisthatthereaderdecodesthevisual

signlanguagefromthewords,phrases,sentencestogettheinputandobtainthe

informationtheauthoristryingtoexpress.Theschematheoryproposedbythelate1970s,

believesthatthereadingprocessisaprocessofinteractionbetweenthereader'scultural

backgroundknowledgeandreadingcontext.

ZhangBiyin(1992)explainedinhisbook''ReadingPsychology"thatreadingisa

processofobtaininginformationfromwrittenmaterialtohaveanimpactofnon­

intelligenceofreaders.Readingisnotjusttogettheliteralmeaningbutcomprehendthe

deepermeaningbeyondthewordsandphrases.EddieWillians(1984)believesthat

readingistheprocessforreaderstounderstandreadingtext.Thesetwoscholarshavethe

sameopinionsaboutthedefinitionofreading:regardlessofdifferentpurposesandways

ofreading,theultimategoalistounderstandthewrittentextandtoachievetheexchange

andcommunicationofinformation,ideasandemotionbetweenreadersandauthors.In

interactivecourse,readingmaterialactsasabridge,connectingthereaders'own

understandingofthetexttotheauthor'sideasbytheirknowledgelikepersonal

backgroundknowledge.

Theauthorconsultedmanyarticlesrelatedtoreadingteachingandfoundmany

scholarshasdiscussedit,butthereisstillnocleardefinitionabouttheteachingofreading.

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赣南师范学院硕士学位论文

Whereas,accordingtothevariousliteratures,readingteachingcanbereferredtoasa

processofmutualcomprehensionbetweenteachersandstudents.Thatistosay,teachers

relyonthereadingmaterialstocomprehendtheideasoftheauthorswithstudents.By

readingprocess,studentscannotonlygetlanguageknowledgethroughreadingmaterials,

suchaspronunciation,vocabularyandgrammar,butdeeperunderstandingofthetextfor

backgroundknowledgeofstudentscanbealerted.Itcanenhancestudents'abilityof

divergentthinking.

TeacherQuestioning

DefinitionofTeacherQuestioning

Etymologically,theword"question"comesfromtheLatinverbquaererewhich

meanstoseek.Somescholars(MaWenxiu,2008;YangXu,2009)athomeconsidereda

questionwasissuedbythequestionertoseekanswers.Manyforeignscholarshavealso

definedthequestioning.Richards,J.C,JohnPlatt&HeidiPlatt(2000)pointedoutthat

questioningisaninstructionforalistenerorareader,whichrequireshe/shetostatethe

factsorexpresshis/herideasandsuggestion.Richards(2000)believesthatquestioningis

aseriesofquestionsforthelistenerorreader,andtryingtogetthemoncertainfacts,

views,andsoon.TheBorich(1988)believesthatquestioningisaverbalresponsewhich

isexpected.Itisclearthatthreeelementsofthequestioningareconcluded:questioner,

responderandquestions.Aquestionerputsforwardaquestionbasedoncertainpurposes

andexpectstoachievethembyquestioning.

Besides,questioningisdividedintoteacherquestioningandstudentsquestioningin

classroom.Hereinthisthesis,itreferstoteacherquestioninginreadingclassesandthe

definitionofquestioningischaracterizedasasentenceofreadersandrequestedan

expressionoffact,beliefandsoon.

ImportanceandFunctionsofQuestioning

Beinganimportantteachingmethod,classroomquestioninghasitsirreplaceable

role.Nunan(1991,1998)pointsoutteacherquestioningisvitaltoclassroomteaching

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ChapterTwoLiteratureReview

managementandlanguageacquisitioninforeignlanguageacquisitionprocess.

RichardsandLockhart(1996)concludessixfunctionsofteacherquestioningasthe

following:(1)canmotivateandmaintainstudents'interest;(2)encouragestudentsto

concentrateinEnglishclasses;(3)elicitparticularstructuresandvocabularyitems;(4)

helptochecktheextentofstudents'acquiringofknowledge;(5)asaninteractionmeans,

canpromotetheemotionalexchangebetweenteachersandstudents;(6)toencourage

studentstobetterinvolveintheclass.

WangQiang(2000)focusesthatteachersusequestionstoattractstudents'attention,

tostimulatethemtothinkorrecallofinformation.

Borich(2002)alsostatessixfunctionsofquestioningasarousinginterestor

attention;diagnosingproblems;memorizing