Abstract
As a second language, it is difficult for students to learn English well, while classroom questioning is one of the most fundamental methods to promote the communication between teachers and students, so it becomes more and more important in classroom teaching. In the paper, to begin with, the author introduces the background and purpose of this paper. Next, the author studies and analyzes the related theories of Constructivism and Krashen’s Input Hypothesis. Then, this paper analyzes the problems of classroom questioning, including distribution of questions, lack of wait-time and corresponding feedbacks. And then the author put forward the following strategies for English classroom questioning, including preparing questions before questioning, controlling while questioning and giving feedbacks after questioning. Lastly, this paper gives four suggestions to English teachers for the effective classroom questioning: firstly, teachers should ask more diverse and reference questions. Secondly, teachers should control waiting time according to specific circumstances. Thirdly, teachers should encourage all students to answer questions actively. Fourthly, teachers should give feedbacks after students’ answering.
Key words: classroom questioning; question strategies; effectiveness; suggestions
Contents
Abstract
摘要
1 Introduction-1
1.1 Background-1
1.2 Purpose-1
1.3 Overall structure of the thesis-2
2 Literature Review-2
2.1 Theoretical bases-3
2.1.1 Constructivism-3
2.1.2 Krashen’s Input Hypothesis-3
2.2 Related researches on classroom questioning at home and abroad-4
2.2.1 Researches on classroom questioning at home-4
2.2.2 Researches on classroom questioning abroad-5
3 Analyses of the Problems in Classroom Questioning-5
3.1 Distribution of questions-6
3.2 Lack of wait-time-6
3.3 Lack of corresponding feedbacks-7
4 Strategies of English Classroom Questioning-7
4.1 Preparing questions before questioning-8
4.1.1 Deciding goals-8
4.1.2 Selecting questions-8
4.1.3 Phrasing questions-9
4.1.4 Timing questions-9
4.2 Controlling while questioning-9
4.2.1 Sequencing questions-9
4.2.2 Nominating after questions-10
4.2.3 Nominating non-volunteers-10
4.2.4 Giving chances to all students-10
4.2.5 Probing and redirecting-11
4.2.6 Asking follow-up and challenging questions-11
4.3 Giving feedbacks after questioning-12
4.3.1 Praising-12
4.3.2 Encouraging-12
4.3.3 Quoting-12
5 Effectiveness of English Classroom Questioning-13
5.1 Principles of effective classroom questioning-13
5.1.1 Scientificalness-13
5.1.2 Comprehensiveness-13
5.1.3 Artistry-14
5.2 Suggestions for effective classroom questioning-14
5.2.1 Asking more diverse and reference questions-14
5.2.2 Controlling waiting time according to specific circumstances-15
5.2.3 Encouraging all students to answer questions actively-15
5.2.4 Giving porper feedbacks after students’ answering-16
6 Conclusions-17
References-18
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