運(yùn)用提問策略培養(yǎng)學(xué)生英語口頭表達(dá)能力研究

英語論文編號(hào):YY395  論文字?jǐn)?shù):5381.頁數(shù):16

CONTENTS
  
Introduction 1

1. Definitions to Teachers’ Questioning Strategies 1
 1.1 Planning Strategy 2
 1.2 Question-Designing Strategy 2
 1.3 Controling Strategy 2
 1.4 eva luating Strategy 3
 
2. Research Methodology 3
     2.1 Literature Review 3
     2.2 Data Collection 5
 
 3. The Influence from Questioning Strategies On Students’ Oral
   English Production 7
 3.1 The Influence from Planning Questioning Strategy 8
 3.2 The Influence from Question-Designing Strategy 8
 3.3 The Influence from Controling Questioning Strategy 9
 3.4 The Influence from eva luating Questioning Strategy 9

4. Conclusion 10
5. Acknowledgements 11

6. Bibliography 12

7. Appendix 13

Abstract: Teachers’ questioning is the commonest skill in traditional class teaching. It is also a useful method to let students speak out. However, the quality of teachers’ questions has great impact on the effectiveness of class teaching. The aim of this paper is to test if questioning strategies can improve students’ oral production and stimulate students to get more interests in expressing themselves. Moreover, this paper tries to provide some references for teachers who teach oral English in college. The author attends two experimental spoken English courses given to the freshman. They are none-English majors respectively from Zhejiang University of Science and Technology and Zhejiang University of Technology. Information are collected through observing class, questionnaire and interviewing a part of students and teachers. Meanwhile, researches also are done by means of analyzing the information from four aspects of questioning strategies. According to the questionnaire, the author studies the effect of students’ reaction from difference and familiarity of two teachers’ questioning strategies. The purpose of this paper is trying to make use of effective teachers’ questioning strategies to improve students' oral English production.
Key Words: questioning strategies; freshman; oral English production

運(yùn)用提問策略培養(yǎng)學(xué)生英語口頭表達(dá)能力研究

摘  要：在傳統(tǒng)的課堂教學(xué)方法下，教師提問是最普遍的技巧，學(xué)生的話語主要是由教師的提問開始。提問的質(zhì)量將直接影響課堂教學(xué)的效果。本文主要目的是運(yùn)用教師的提問策略測(cè)試能否提高學(xué)生的英語口語表達(dá)能力，進(jìn)而激發(fā)學(xué)生自我表現(xiàn)的興趣，以便向大學(xué)英語教師口語教學(xué)提供參考。本文作者主要是通過對(duì)浙江科技學(xué)院和浙江工業(yè)大學(xué)這兩所大學(xué)中大一的兩個(gè)班級(jí)進(jìn)行調(diào)查研究。通過課堂觀察，問卷調(diào)查和采訪部分教師和學(xué)生的方法收集資料。從提問策略中的三個(gè)方面即計(jì)劃策略，控制策略，評(píng)估策略對(duì)這兩所學(xué)校的課堂提問進(jìn)行詳細(xì)分析，并做了相關(guān)問卷調(diào)查。在此基礎(chǔ)上，作者研究了兩位老師英語課堂上提問策略使用的不同點(diǎn)和相同點(diǎn)對(duì)學(xué)生課堂反應(yīng)產(chǎn)生的影響，旨在提高老師提問策略運(yùn)用的有效性幫助學(xué)生提高口頭表達(dá)能力。
關(guān)鍵詞：提問策略；大一新生；英語口語輸出