發(fā)布時(shí)間：2024-06-03 01:12

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

【文章頁數(shù)】：64 頁

【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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