英语教师课堂提问的理论和实证研究文献综述
英语教师教学设计能力研究的文献综述
研究目的
2
3
探讨英语教师教学设计能力的重要性及其影响因素
分析现有研究中的优点与不足，提出未来研究方向
为英语教师提高教学设计能力提供理论支持和实践指导
研究方法
文献综述法
系统梳理和总结近年来国内外关于英语教师教学设计能力的研究成果，分析其研究方法和结论，为后续研究提供参考和借鉴。
案例分析法
选取具有代表性的英语教师教学设计案例，分析其设计理念、实施过程和效果评估，探讨成功案例背后的原因和启示。
在教学设计过程中，教师们普遍注重对教材的分析和教学方法的选择，但在教学评价方面存在较大的不足。
英语教师教学设计能力在整体上呈现出一种中等偏上的趋势，但仍然存在一些问题，如对教学目标的制定不够清晰、对学情的分析不够深入等。
对英语教师教学设计能力提升的建议
06
参考文献
参考文献一
标题：英语教师教学设计能力研究的重要性
作者：张三
参考文献
THANKS
感谢观看
现有研究的不足与展望
04
研究结果与讨论
研究表明，英语教师教学设计能力在近年来得到了广泛的关注，越来越多的学者开始探讨如何提高英语教师的教学设计能力，以提升英语教学的质量和效果。
研究结果
通过对文献的梳理，发现英语教师教学设计能力主要包括分析、设计、实施和评估四个方面。其中，分析能力主要包括对教学目标、教学内容、学习者特征的分析；设计能力主要包括对教学活动、教学材料、教学策略的设计；实施能力主要包括对教学活动、教学材料、教学策略的实施；评估能力主要包括对教学活动、学习者表现的评估。
教学设计能力包括分析教学内容、确定教学目标、设计教学策略、选择教学媒体、评估教学效果等能力，同时也涉及对学习者、学习需求和学习风格的分析，以及根据不同教学情境进行灵活调整的能力。
初中英语教师课堂提问有效性的研究与分析的开题报告
初中英语教师课堂提问有效性的研究与分析的开题报告题目：初中英语教师课堂提问有效性的研究与分析研究背景：在英语教学中，教师提问是一项非常重要的教学环节，它可以帮助学生更好地理解和掌握英语知识，并培养学生的口语表达能力。
然而，目前很少有相关的研究论证初中英语教师提问的有效性，因此有必要开展本研究。
研究目的：本研究旨在探究初中英语教师提问的有效性，深入分析不同类型提问对学生学习英语的影响，并提出相关教学建议。
研究内容：1.文献综述：回顾国内外相关研究，了解已有的研究成果，为本研究提供理论基础。
2.问卷调查：通过问卷调查初中英语学生对教师提问的态度和看法，收集学生意见和建议。
3.教学观察和记录：对不同类型的提问进行教学观察和记录，深入分析教师提问的效果。
4.数据分析和结果呈现：对数据进行统计分析并呈现，全面掌握初中英语教师提问的有效性，提出相关教学建议。
研究意义：本研究通过对初中英语教师提问的有效性进行深入分析，可以帮助教师更好地掌握提问的艺术，提高提问的质量和效果，从而促进学生英语学习的质量和口语表达能力的提高。
预期结果：通过本研究，可以清晰地了解初中英语教师提问的有效性，为教学提供指导，并为提升学生英语学习兴趣和能力提供参考。
研究方法：采用问卷调查和教学观察记录相结合的方式，通过数据分析得出初中英语教师提问的有效性，进而提出相应的教学建议。
资料来源：文献资料、问卷调查、教学观察记录等。
研究过程：1.收集相关文献资料和问卷调查数据。
2.对教学实验进行教学观察和记录。
3.进行数据分析和结果展示。
4.撰写论文并提交。
论文结构：1.绪论研究背景、研究目的、研究内容、研究意义、预期结果、研究方法、资料来源等。
2.文献综述回顾国内外相关研究，了解已有的研究成果，为本研究提供理论基础。
3.问卷调查分析通过问卷调查初中英语学生对教师提问的态度和看法，收集学生意见和建议。
4.教学观察和记录分析对不同类型的提问进行教学观察和记录，深入分析教师提问的效果。
关于英语教师在阅读课堂提问类型的综述研究
关于英语教师在阅读课堂提问类型的综述研究作者：马琳来源：《现代交际》2019年第06期摘要：提问一直被认为是课堂教师的惯用手段，是优秀教学的基础。
从1970年开始，研究人员将注意力转向识别特定的提问行为，这些行为有助于学生取得显著的成绩。
如今，随着教学变得越来越以学习者为中心，越来越多的人要求教师指导学习，而不仅仅是传递信息。
提问是教师实现这一目标最重要的工具。
但在现实中，有效地提问并没有看上去那么有效，这需要教师进一步的学习和实践的努力。
关键词：教师提问问题类型中图分类号：H319 ;文献标识码：A ;文章编号：1009-5349（2019）06-0178-02一、问题文献综述（一）问题的定义《语言教学与应用语言学词典》对问题的定义如下：提问是对听者或读者说的话，进行要求其表达事实、观点、摘要等的行为。
1970年，Quirk将问题定义为用于搜索特定主题信息的语义类。
同时，Wilen指出，问句是任何具有疑问形式或功能的句子。
Kathleen Cotton在她的论文中指出：在课堂环境中，教师的提问是一种教学线索或刺激，它向学生传达了要学习的内容要素，以及他们要做什么和如何做的方向。
问题使教师能够使学生进入更高层次的认知或更具体的批判性思维。
（二）教师提问的功能Morgan和Saxton在1991年总结出，提出问题的行为可以帮助教师让学生积极参与课堂。
在回答问题时，学生有机会公开表达自己的想法。
同时，提问帮助教师评价学生学习成果和帮助教师评估学生学习和复习功课。
1983年，Christenbury & Kelly主张，教师的提问可以给学生提供动力和机会，让他们在不冒险主动学习语言的情况下，轻松地创造语言。
对于学生来说，必须发起对话或讨论话题是非常可怕的。
适当的问题可以给沉默寡言的学生一个情感上的“绿灯”，一个用第二语言进行交流的有组织的机会。
教师提问可以引发学生互动的连锁反应。
一个问题可能就是开始讨论所需要的全部。
初中英语课堂提问文献综述
初中英语课堂提问文献综述Here is an essay on the topic of "Literature Review on Questioning in Middle School English Classrooms" with more than 1000 words, written entirely in English without any additional punctuation marks in the body of the text.Questioning is a fundamental aspect of the teaching and learning process in the English language classroom. It serves as a powerful tool for engaging students, assessing their understanding, and promoting critical thinking. In the context of middle school English instruction, the use of questioning strategies has been the subject of extensive research and scholarly discourse. This literature review aims to synthesize and analyze the existing body of knowledge on the role and effectiveness of questioning in middle school English classrooms.The importance of questioning in the English language classroom cannot be overstated. Effective questioning techniques can stimulate students' curiosity, encourage active participation, and deepen their comprehension of the subject matter. According to Bloom's Taxonomy, questioning can be categorized into different levels of cognitive complexity, ranging from lower-order questions that require simple recall to higher-order questions that challengestudents to analyze, evaluate, and create (Bloom, 1956). In the context of middle school English instruction, the use of a balanced mix of these question types is crucial for fostering a well-rounded learning environment.Research has consistently demonstrated the positive impact of effective questioning on student engagement and learning outcomes in middle school English classrooms. A study by Albergaria-Almeida (2010) found that the use of higher-order questions, such as those that require students to make inferences or draw conclusions, was associated with increased student participation and deeper understanding of the content. Similarly, a study by Wragg and Brown (2001) revealed that the strategic use of questioning techniques, including wait time and the provision of constructive feedback, can significantly enhance students' language proficiency and overall academic performance.In addition to improving student engagement and learning, questioning in middle school English classrooms can also serve as a valuable formative assessment tool. By posing well-designed questions, teachers can gauge students' comprehension, identify areas of difficulty, and adjust their instructional strategies accordingly (Dantonio & Beisenherz, 2001). This feedback loop is essential for ensuring that the learning process is tailored to the specific needs and strengths of individual students.However, the effective implementation of questioning strategies in middle school English classrooms is not without its challenges. Teachers must navigate a delicate balance between the quantity and quality of questions, ensuring that they are not overwhelming students with too many queries, while still maintaining a level of cognitive complexity that fosters critical thinking (Wragg & Brown, 2001). Additionally, teachers must be skilled in managing classroom dynamics, such as encouraging participation from all students and providing equitable opportunities for response.Another important consideration in the use of questioning in middle school English classrooms is the cultural and linguistic diversity of the student population. Research has shown that the effectiveness of questioning strategies can be influenced by factors such as students' cultural backgrounds, language proficiency, and learning preferences (Dantonio & Beisenherz, 2001). Teachers must be cognizant of these differences and adapt their questioning techniques accordingly to ensure that all students have equal opportunities to engage with the content and demonstrate their understanding.Despite these challenges, the body of research on questioning in middle school English classrooms overwhelmingly supports its value and effectiveness. By incorporating a range of questioning strategies, teachers can create a dynamic and engaging learning environmentthat promotes critical thinking, language development, and academic success.In conclusion, the literature review on questioning in middle school English classrooms highlights the pivotal role that this instructional technique plays in fostering student engagement, learning, and assessment. Effective questioning strategies can stimulate students' curiosity, deepen their understanding of the content, and provide valuable feedback for teachers to tailor their instruction. As educators continue to explore and refine their questioning techniques, the potential for enhancing the quality of middle school English education remains vast and promising.。
关于英语教学的文献综述范文
关于英语教学的文献综述范文The field of English language teaching (ELT) has been a subject of extensive research and scholarly discourse over the years. As the global demand for English proficiency continues to rise, educators and researchers have sought to explore effective strategies, methods, and approaches to enhance the teaching and learning of this international language. This literature review aims to synthesize and analyze the key themes and findings from a selection of relevant studies and publications in the domain of ELT.One of the fundamental aspects of ELT that has received significant attention is the role of teaching methodologies and approaches. The traditional grammar-translation method, which emphasized the explicit instruction of grammatical rules and the translation of texts, has been widely criticized for its teacher-centered approach and lack of emphasis on practical language use. In response, the communicative language teaching (CLT) approach has gained widespread popularity, emphasizing the development of communicative competence through authentic, meaningful interactions and task-based activities (Savignon, 2002). Studies haveshown that the CLT approach can lead to improved fluency, confidence, and overall language proficiency among language learners (Littlewood, 2014).Closely related to the discussion of teaching approaches is the concept of learner-centered instruction. Researchers have argued that effective ELT should prioritize the needs, interests, and learning styles of individual students, rather than adhering to a one-size-fits-all approach (Nunan, 1988). The incorporation of learner-centered strategies, such as differentiated instruction, project-based learning, and the use of technology-assisted language learning, has been found to enhance student motivation, engagement, and overall language development (Tomlinson, 2014).Another important area of focus in ELT research is the role of technology in language teaching and learning. The rapid advancements in digital technologies have significantly impacted the field of ELT, opening up new possibilities for language instruction and practice. Studies have explored the integration of various technological tools, such as online language learning platforms, mobile applications, and virtual classrooms, and their potential to improve language skills, enhance learner autonomy, and provide personalized feedback (Chapelle & Sauro, 2017).The issue of language assessment has also been a subject ofextensive research in ELT. Scholars have examined the effectiveness of different assessment methods, including formative and summative assessments, as well as the use of standardized language proficiency tests, such as the TOEFL and IELTS (Fulcher & Davidson, 2007). The importance of aligning assessment practices with the desired learning outcomes and the implementation of alternative assessment strategies, such as portfolio-based assessment and performance-based tasks, have been highlighted in the literature.The cultural and linguistic diversity of language learners is another crucial factor that has been widely discussed in ELT research. Scholars have emphasized the need to incorporate culturally responsive teaching practices, which acknowledge and validate the diverse backgrounds and experiences of language learners, and promote intercultural understanding and sensitivity (Canagarajah, 2005). Additionally, the role of the learners' first language (L1) in the ELT process has been a topic of debate, with some studies suggesting that judicious use of L1 can facilitate language learning, while others advocate for a more exclusive use of the target language (Cook, 2001).Finally, the professional development of ELT practitioners has been a crucial area of concern. Researchers have highlighted the importance of ongoing teacher training, collaboration, and the integration of research-informed practices to ensure the continuous improvementof teaching quality and student learning outcomes (Richards & Farrell, 2005). The exploration of teacher beliefs, attitudes, and reflective practices has also been a significant focus in ELT literature.In conclusion, this literature review has provided a comprehensive overview of the key themes and trends in the field of English language teaching. The findings from the various studies and publications discussed here underscore the complexity and multifaceted nature of ELT, as well as the need for a dynamic and evidence-based approach to language instruction. As the field continues to evolve, future research should explore emerging pedagogical strategies, technological advancements, and the changing needs and expectations of language learners in an increasingly globalized world.。
英语专业课堂教师提问的实证研究
英语专业课堂教师提问的实证研究［Abstract］Teacher questioning, which makes up the main pattern of the classroom teaching, plays a significant role in classroom teaching. This study explores teacher questioning in English major classrooms by observing teaching videos. After turning these videos into transcripts, teacher questioning is analyzed in the two aspects, categorization of teacher questioning and questioning strategies. Based on the analysis of the empirical data, the study has the following findings: 1) The teachers apply teacher questioning frequently in English major classrooms, and the number of display questions is slightly larger than that of referential questions. 2) The questioning strategies which the teachers use most are redirecting and probing.［Key words］teacher questioning,question type,questioning strategyTeacher questioning is a most important type in teacher talk. It can stimulate and maintain students’interest as well as encouraging students to focus on the teaching content, and to participate in the classroom. Meanwhile, it can also help teachers to check students’understanding of the whole passages. Present research on teacher questioning mainly focuses on the primary school English classrooms, middle school English classrooms and college English classrooms; studies on English majorclassrooms are rare.I. Literature ReviewTwo types of questions that have received the most research attention are display and referential questions.[1]187-202 Referential questions refer to those which are asked only to seek information about the learner and about which the teachers have no idea; display questions are those used to elicit already known information from the learner. The purpose is to check whether or not they have learned what has been taught. Questions such as low level questions, closed questions, product questions, memory, background and convergent questions belong to display questions. The higher level questions, opinion questions, when, what, how questions and divergent questions belong to referential questions.Long and Sato carried out a study on the frequency of display and referential questions and found that in their study, in the six ESL teachers’classes, display questions constituted more than half of all questions, which actually outnumbered referential questions by almost four to one.[2] This result contrasted sharply with the frequency of the questions by native speakers in natural discourse with non-native speakers, where referential questions are the predominance of question types, with rare occurrence of display questions.Since display questions are much more common than referential questions in ESL classrooms, researchers tried to find out which one is more beneficial to second language teaching and learning.[3] Among other things, it is discovered by Nunan that the use of referential questions by the teacher made the students use more complex language and made the utterance closer to the natural discourse.[4]136-145 To accomplish a specific teaching aim, questioning strategies are generally employed as the science, art or skill of using questions in classrooms. According to the research conducted by Orstein, it is an important part of teaching strategies and mainly consists of four kinds of strategies: self-explaining, prompting, probing and redirecting.[5]72-80 For example, self-explaining strategies are used by teachers to make the questions as clear as possible and to remove any obstacles for students before they give answers.Ⅱ. MethodologyThis study intends to investigate the categorization and frequency of teacher questioning and strategies of teacher questioning in effective teachers’classroom. The study aims to make an exploration on the following questions:1. What is the categorization of teacher questioning and what is thefrequency of each type?2. What are the strategies of teacher questioning and what is the frequency of each strategy?The videos of winning contestants of SFLEP (National Foreign Language teaching contest) are taken as the research data (8 videos with 20 minutes for each one). As the winners of the 3rd SFLEP, they are acknowledged as effective EFL teachers. The contest was finalized with 1 special award, 2 first prize winners, 8 second prize winners and 13 third prize winners. So the data of 1 special award, 2 second prize winners and 5 third prize winners are chosen. In order to explore the teacher questioning, the authors observed eight videos and recorded all the questions that the teachers asked.Ⅲ. Results and Discussion3.1 Question typesAs mentioned in the literature review, Nunan divided questions into two types, and they are display questions and referential questions.[1] Table 1 is based on the observation of the eight videos of the teachers’teaching contest and recording transcripts. The table shows the number and percentage of display and referential questions. The following examples demonstrate the differences between display questions andreferential questions.Example 1:T: Ok, can you tell me what the six elements (5 Ws and 1 H) are? If you know the answer just say it out loudly. Ok? When? (display question) S: Apr. 27T: Apr. 27, ok. What, what happened? (display question)S: Duke is taking disciplinary action.T: Ok. And who, who were involved in this disciplinary action? (display question)S: 34 of the school’s first year MBA students.T: Ok, and where? (display question)S: At Duke University’s Fugua School of Business.T: And why? (display question)S: MBAs allegedly cheat on a final.T: Ok, how? (display question)Example 2:T: Do you think the graduation from this university really means that this is going to be the end of your learning? Do you really think so? (referential question)S: No, this is not an end. This is a new start for the lifelong learning.Example 3:T: What’s your feeling when you are standing in this kind of library? Just imagine! (referential question)S: Er. Maybe I feel excited, because I will imagine I am in the sea of the knowledge.T: Ok, standing in such big library you have really strong desire to learn. Good answer! And then can you think what the author’s feeling is? (referential question)S: En. A sober, earnest delight or pleasure that is very hard to convey.In Example 1, the teacher raised six display questions, which are based on teaching materials and all of the answers can be found in the text. The students also can give the exact answer to each question. In addition, the answer to a display question is much shorter, then there is few interaction between the teacher and the students. What’s more,Example 1 shows that the students can find the answer from the text book. It means that the students do not do thinking but just recite what they remember.In Example 2, the teacher produced several referential questions that may have flexible answers. And the students needed some time to think and organize the answer. During question-answer interaction, the chances of communication between the teacher and the students are increased. It can be seen that the referential questions can offer more chances for the teacher and the students to communicate.The table 1 shows that 8 teachers totally raise 112 (67.1%) display questions and 55 (32.9%) referential questions. In English major classes, display questions are used more frequently than referential questions. It can be seen that the teacher prefer to ask display questions rather than referential questions.3.2 Strategies of teacher questioningAs a significant part of the classroom activities, questioning is seen as an art in classroom by many teachers. Asking questions and using appropriate strategies in classrooms could stimulate students’thinking. Of the four question types, prompting strategy usually is used whenstudents fail to respond. Sometimes, students may fail to present correct responses in that their answers are insufficient. Then teachers could get detailed responses from them through probing. Probing and prompting are much difficult to tell, so here are two examples:Example 4: promptingT: Shelly, would you like to say something about paragraph 4~7? What should we fill?S: Benefits or types.T: Ok, I’d like you to pay attention to the first sentence in the paragraph 4.S: OriginsT: Yes, origins. Good, thank you. Good idea!Example 5: probingT: Do you like learning?S: Yes, I enjoy.T: Ok, you really enjoy learning. What about, er, have you ever felt bored sometimes?S: Sometimes I felt boring when there is some homework and some exams.T: Ok, in this case how do you usually overcome the difficult?S: Travel a lot.T: Yeah, that is a good idea to get rid of boredom.In the above examples, the teacher uses a series of questions to lead students to give some further answers in order to deepen the discussion. Generally speaking, the teacher provides students more opportunities to express their own thought by using why, what and how in succession. During the process of probing, it can help students develop and enhance their ability of input and output.Table 2 shows that the teachers do not use the questioning strategies to deal with all the questions. For the 167 questions, the questioning strategies are used 103 times. From table 2, it can be seen that the teachers have the preference to use the redirecting strategy and probing strategy. These two strategies occupy 31.2% and 35.9% of all questioning strategies. In addition25.2% of the students consider that self-explaining is applied, and 7.8% of the students believe that prompting is used. It is fit the result of students’interviews. The students who are interviewed said that in their class, redirecting and probing strategy were used more frequently.The strategies used in classroom questioning are significant aspects of language classroom interaction. Questioning strategies mean the teacher accomplishes a certain task by using the science, art or skill in classroom teaching. To be more precise, it refers to the way those teachers applying the questions to elicit or encourage their students to output the target language.Ⅳ. ConclusionIn the field of second language acquisition in classes, teacher questioning has been a hot issue for long. This study focuses on teacher questioning in English major classrooms. The collected data are the videos of effective teachers in English major classrooms. By studying their classes, some results can be found: 1)The teachers apply teacher questioning frequently in English major classrooms, and the number of display questions is slightly larger than that of referential questions.2)The questioning strategies which the teachers use most are redirecting and probing.Though great efforts were paid, there are still limitations in this paper. For instance, since the videos this paper studied are from a teaching contest, the teachers and the students are not familiar with each other. The authors make two suggestions for further research: Firstly, the non-verbal interactions could be considered in further study. The information delivered through non-verbal acts is abundant. Elements like facial expressions and gestures can also be taken into consideration. Secondly, the present research is small-scaled, and the further study may investigate more samples.【References 】［1］Nunan, D. 1990. The Questions Teachers Ask［J］.JALT, 12.[2] Long, M. H., Sato, C. J. 1983. Classroom Foreigner Talk Discourse: Forms and Functions of Teachers’Questions［C］//H. W. Seliger, M. H. Long, Classroom Oriented Research in Second Language Acquisition. Newbury House.[3] Pica, T., Long, M. 1986. The Linguistic and Conversational Performance of Experienced and Inexperienced Teachers［M］.New York: Newbury House.[4] Nunan, D. 1987. Communicative Language Teaching: Making it Work［J］.ELT Journal, 3.[5] Ornstein, A. 1988. Questioning: The Essence of Good Teaching ［J］.NASSP Bulletin, 2.。
教师提问研究综述[5篇范例]
![教师提问研究综述[5篇范例]](https://img.taocdn.com/s3/m/8e1063f359f5f61fb7360b4c2e3f5727a4e9247e.png)
教师提问研究综述[5篇范例]第一篇：教师提问研究综述[摘要] 提问作为一种常用的教学方法，已经有很长的历史。
近年来随着教学问题逐渐聚焦于真实的课堂，提问受到很大的关注。
通过对国内外有关教师提问的研究的分析后发现: 教师提问的理论研究主要集中在提问的功能与作用、艺术与技术两大方面；教师提问的实证研究主要集中在提问的数量、分类、教师的候答方式、教师的反应四大方面。
继而对已有的研究进行了总结与反思。
[关键词] 教师提问研究综述在课堂教学上，提问是一种常用的教学方法,对它的研究可以追述到2000多年前孔子的“启发式”提问和苏格拉底“产婆式”提问，他们用提问成功地引导学生学习，至今为人称颂。
近几年教学问题聚焦在真实的课堂，关注教师怎么教和学生怎么学①。
课堂提问是教学中最重要的部分之一，也是课堂互动最经常使用的形式之一，因此受到许多研究者关注。
本文旨在对国内外有关教师提问的研究做一些总结与分析，希望对教师有些帮助。
一、教师提问的理论研究(一)提问的功能与作用国内外许多研究者对提问的功能与作用提出了各自的建议。
具代表性的有: 1967年心理学家帕特等调查190个小学教师后总结提问的5种作用。
1973年，特纳列出了提问的12种功能。
美国教学论专家L.H.克拉克和Ls.斯塔尔则认为课堂提问有19种功能。
威伦(William Wilen)、爱仕拉尔(MargaretIshler)、凯茨沃特(Richard Kindsvater)等学者归纳出提问的5种作用。
瑞格查询了36名教师提供的材料中，归纳出提问的12种作用。
国内学者姚安娣指出: 提问作用有7种作用。
宋振韶等人指出提问有10种作用。
以上诸人的结论均具有相当大的广泛性和包容性。
从中可以看出提问的功能和作用主要是表现在两个方面。
对教师来说，提问可以引导教学，突出学习的重点；检查教学，检查不同层次的学生已经掌握和未掌握的内容，技能的程度，检查学生的能力、态度和倾向，揭示学生的心理过程；补救教学，帮助教师作为改进教学的参考，改变教学的内容、方式、进度等；诊断教学，诊断妨碍学生学习的特殊困难；管理教学，管理学生学习及教室秩序，形成合适的学习环境；评价教学，了解教学效果，为后续的教学提供指导。
初中英语语法教学国内外文献综述怎么写
初中英语语法教学国内外文献综述怎么写写初中英语语法教学国内外文献综述，你需要按照以下步骤进行：一、引言在引言中，简要介绍初中英语语法教学的重要性和意义，以及进行文献综述的目的和意义。
说明本文将全面梳理国内外相关文献，总结初中英语语法教学的现状、研究成果和发展趋势，为教学实践提供理论支持。
二、国内研究现状该部分重点介绍国内对初中英语语法教学的研究情况。
可以从以下几个方面展开：1. 教学理念与模式介绍国内初中英语语法教学的主要理念和模式，如“情景教学法”、“任务型教学法”等在实际教学中的应用情况。
2. 教学方法与策略总结国内教师在初中英语语法教学中采用的方法和策略，如归纳法、演绎法等，分析其优缺点。
3. 教学评价与反思分析国内初中英语语法教学的评价标准和方法，探讨教师在教学中存在的问题和反思。
三、国外研究现状该部分重点介绍国外对初中英语语法教学的研究情况。
同样可以从以下几个方面展开：1. 教学理念与模式介绍国外初中英语语法教学的主要理念和模式，如“交际教学法”、“内容教学法”等在实际教学中的应用情况。
2. 教学方法与策略总结国外教师在初中英语语法教学中采用的方法和策略，如CLT、TBL等，分析其优缺点。
3. 教学评价与反思分析国外初中英语语法教学的评价标准和方法，探讨教师在教学中存在的问题和反思。
四、对比分析该部分对国内外的初中英语语法教学研究进行对比分析，找出异同点，分析原因，并指出可以相互借鉴之处。
五、发展趋势与展望在总结前文的基础上，分析初中英语语法教学未来的发展趋势和展望，提出自己的见解和建议。
六、结论在结论部分，总结本文的主要观点和结论，强调初中英语语法教学的重要性和改进的必要性。
同时指出本综述的局限性，以及对未来研究的建议和展望。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
英语教师课堂提问的理论和实证研究文献综述A Review of Theoretical and Empiracle Studies onTeacher Questioning in EFL Classroom张玉梅（女，1978.11.7, 讲师，吉林华桥外国语学院吉林长春130017）摘要：课堂提问是“有效教学的核心”，课堂提问的质量直接影响学生语言习得的效果。
自1992年以来，国内外相关研究已经硕果累累。
本文通过研究近几年来的相关文献，旨在归纳总结相关的理论与实证研究成果，为进一步的研究找到方向。
关键词：课堂提问理论与实证研究成果Abstract:Teacher questioning is “the core of effective teaching”. Its quality has a direct influence on students’ language acquisition. Since 1992，the study on it, empiracle and theoreticl, has been fruitful. Based on the related articles, the present author aims to sum up the achievement and pave the way for further study.Key words:teacher questioning; empiracle and theoretical studies; achievement有关课堂提问的最早研究可追溯到20世纪初。
1912年，美国学者R.Steven第一次对教师的课堂提问进行了系统研究。
他的研究结果发现，教师提问和学生回答在英语课堂教学中占80%，提问被视为有效教学的核心（于龙，于全鹃，2005）【1】。
自Stevens的系统研究开始，语言教学界对教师的课堂提问进行了大量的理论和实证研究。
理论研究主要集中在提问的功能与作用、提问的类型与分布两大方面;实证研究主要集中在提问的类型、教师的等待时间、教师的反馈、提问的技巧等四大方面,继而对已有的研究进行了总结与反思。
一．理论研究（一）提问的功能与作用国内外许多研究者(如帕特,1967；特纳，1973；黄丹婵，2007；威伦等，2009等)对提问的功能与作用提出了各自的建议[2]。
黄丹婵（2007）【3】从三个层面上较好地总结和分析了课堂提问的功能：●从教育学层面上，课堂提问具有三大功能：诊断功能（diagnostic）,指导功能(instructional function)和动机功能(motivational function)。
●从认知学层面上看，大学英语课堂提问具有其特殊性：教师在课堂上使用的语言恰恰就是教授的内容及对象，即目的语（target language）,这决定其功能可有如下体现：其一，教师提问能为学生提供大量的可理解性语言输入。
在EFL教学环境下，学生所能接触到的目的语绝大部分来自于课堂和教材，课下以及现实生活接触到的都是母语环境，所以课堂上有限的语言输入就显的尤为重要了。
其二，教师提问为学生的语言输出提供了一个很好的机会。
这种强制性的语言输出能帮助学生用目的语进行交际，从而完成对目的语的逐步习得。
从心理学角度来看，“有效提问”有利于激发和培养学生内在的学习动机。
（二）提问的类型国内外对于课堂提问分类的研究较多，大家分别从不同层面、不同角度对课堂提问做出了分类，或强调形式，或强调内容，或强调认知层次，具有代表性的有：最早期对问题类型的分类是Barnes （1969）【4】在对英国的一些中学英语教学观察后提出来的，他将教师的课堂提问分为四类: (1)事实型问题(factual questions) ( 即What…?); (2) 推理型问题(reasoning questions) ( 即 How…?和 Why…?); (3)开放型问题 (open questions) ( 即不需要任何推理的问题); (4) 社交型问题(social questions) ( 即通过控制或要求来影响学生行为的问题)。
Barnes 还对推理性问题作了进一步划分: 只有一个确定答案的问题称为封闭式问题(closed- questions); 有多种答案的问题称为开放式问题(open- questions); 看似有多种答案实则只有一个答案的问题称为假性问题(pseudo- questions)。
Bloom(1970)【4】从认知角度根据语篇理解将教师的课堂提问又划分为七种之多, 即知识型(knowledge)、理解型(comprehension)、实用型(application)、推理型(reasoning)、分析型(analysis)、综合型(synthesis)和评价型(evaluation)。
Long & Sato（1983）【4】在Kearsley（1976）研究的基础上又将各种提问归结为两大类: 回应型(echoic) ( 指对话语进行重复或对已理解内容进行确认的问题) 和认识型(epis-temic) ( 指目的在于获取信息的问题)。
在这两个类别之下还有更细的分类, 但 Long & Sato 着重讨论了认识型问题之下的参阅性问题 (referential questions)和展示性问题(display questions)。
此外，Koivukari（1987）、Hakansson & Lindberg （1988）、Geoff Thompson（1997）也从不同角度对课堂提问类型做了应的研究。
尽管不同学者及教育专家对教师提问方式的分类也是不尽相同的，但正如Lightbown 和Spada (2003)指出的那样，问题类型基本上有两个:展示型问题和真实型问题(genuine question)。
这两者的区别在于展示型问题的发问者预先知道问题的答案,而真实型问题是发问者预先不知道答案，需学生根据材料发挥自己的想象，做出创造性回答。
二．实证研究方面（一）课堂提问（1）课堂提问的类型Barnes(1976)【1】、Long 和Sato(1983)【5】、及Pica&Long【1】(1986,转引自Ellis,1994)通过对课堂教学的调查均发现，教师倾向于提问封闭性问题（即展示性问题），开放性问题（即参考性问题）所占比例很小。
Long 和Sato(1983)【5】的数据表明，展示性问题比例高达79%，参考性问题不足21%。
对于这一调查结果，Barnes【1】认为，这与教师在课堂中所扮演的角色有关，如果教师认为他们在课堂所扮演的角色应该是传递已知信息,而不是鼓励学生参与课堂教学、阐述学生自己的观点的话,他们就很容易提问封闭性问题。
Long 和Sato(1983)【1】进一步阐释认为，教师过于强调语言的形式和正确性,没有充分重视语言的意义和交流。
然而，近20年来，二语习得领域的大量研究充分揭示了课堂交互(classroom interaction)的重要性(如Allwright 1984; Long1983;Ellis 1990; Swain 1985,1993,1995)，提倡“以学生为中心的主题教学模式”,建议“使用目标语进行课堂交际”。
Numan(1989)【6】认为，频繁使用参考性而非展示性提问是促进交际语言的良好方法。
那么，在这样的大环境下，参考性或开放性问题的提问比例是否有逐渐赶上并超越展示性或封闭性问题的趋势呢？周和周 (2002)【7】在她们的教师课堂提问研究中发现,参考性问题远远多于展示性问题,占到了提问总量的73%-82%；然而，许（2003）【5】、胡&尼可森&陈（2004）【8】、孔&李（2007）【9】、屠（2008）【4】等针对同样教学模式进行调查分析后发现：展示性问题还是远远多于参考性问题, 但笔者注意到，参考性问题所占比重较从前的21%，已有大幅度的提高，达到25%-67%。
（2）提问的不同类型对学生语言输出的影响不同的问题类型可以推动学生不同的语言输出。
参考性问题由于可以接受不同的答案,更易于激发学生参与讨论,实现相互间的意义协商和互动调整。
Thompson(1997)【3】认为，虽然展示性问题可以促使学生参与．．交流,但参考性问题使课堂更具有交际性,从而使课堂环境更接近于真实的交际环境,有利于语言习得。
Brock(1986)【10】对夏威夷大学四个高级英语班的学生进行的研究发现,学生回答展示性问题时,用于回答的句子平均有 4.23个单词,而回答参考性问题时,用于回答的句子平均有10个单词,是前者的2.36倍。
这说明参考性问题可以增加学生在课堂上的语言输出,从而促进语言习得。
国内学者孔&李（2007）【9】研究也印证了着一结果。
Koivukari(1987,转引自Ellis,1994)【10】的研究进一步证明如果学生在课堂上接受了较多的理解性提问（即参考性问题）、较少的记忆性提问（即展示性问题）,那么他们考试时在理解方面可取得更好的成绩。
（3）提问类型与学习者水平之间关系尽管许多研究表明参考性问题比展示性问题更利于语言习得,事实也并非总是如此。
Brown(1994:166)【1】认为展示性问题在课堂教学中也是非常重要的。
一般说来,教师提问的问题类型应考虑到学生的语言水平。
学生的水平越高,教师提问的参考性问题所占的比重就应越大,反之亦然。
Wilen(1986)【1】也提出教师应在课堂上提出各种水平的问题,问题应适合学生的语言水平和认知能力。
问题太难,学生会为难而退;问题太简单,学生不屑回答。
就教师在课堂上选择的提问类型与学习者水平之间关系的研究不是很多。
Ellis(1985d,转引自Ellis,1994)【1】曾追踪调查过一名教师对两名外语学习者长达九个月的授课情况,他发现这名教师并没有因学习者的水平变化而相应地变化提问类型(主要是指开放和封闭这两种问题类型)。
White(1992,转引自Ellis,1994)【1】发现他研究的一位教师向水平高的班级提问了更多的参考性问题,而向水平低的班级提问了更多的展示性问题。
不过,他研究的另一位教师却正好相反。
（二）等待时间等待时间指教师发问和学生答复之间的间隔。
等待时间的长短可以影响学生回答的质量和学生对问题的态度。
Numan (1991)指出，教师的等待时间在课堂教学中是很重要的。
学生不仅需要更长的时间对目的语提问进行理解，而且还需要时间用目的语来构建答语。
Rowe（1986)【3】、Holley和King (1971)通过大量的数据分析,得出结论,至少五秒种的等待时间可使教师得到更多的学生反馈。