大学英语课堂提问话语的促学效应——基于互动协同视角
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摘要
大学英语教学中,教师提问主要分为展示性与参考性两类。本项研究分别对中外两位英语教师课堂提问与学生应答话语进行录音、转写并梳理分类,就两类提问互动与促学效应之关联展开实证考察。结果显示,两类提问各有所长,均有助于学生扩大语言输出,培养其思辨能力。交际意愿影响课堂互动模式的形成、运作,协同机制促使学习者与教师产生良性互动、内化正确的表达方式,从而推动语言发展。
Questions posed by teachers in the English classroom can be generally categorized into display and reference questions.Teachers' questionings and the students' responses have been recorded,transcribed and sorted.Also,the correlation between two types of questions and the beneficial effects have been examined.Findings demonstrate that both types of questionings have their own merits,contributing much to the learners' output.The alignment mechanism results in effective interaction,thus the improvement of learners',linguistic proficiency.Moreover,classroom interaction patterns may,to some extent,be shaped by interlocutors' willingness to communicate.
Questions posed by teachers in the English classroom can be generally categorized into display and reference questions.Teachers' questionings and the students' responses have been recorded,transcribed and sorted.Also,the correlation between two types of questions and the beneficial effects have been examined.Findings demonstrate that both types of questionings have their own merits,contributing much to the learners' output.The alignment mechanism results in effective interaction,thus the improvement of learners',linguistic proficiency.Moreover,classroom interaction patterns may,to some extent,be shaped by interlocutors' willingness to communicate.
引文
Ding,Xiaoyue(丁小月). 2015.EFL learner's responding in college English classroom instruction Journal of Yangzhou University(Higher Education Study Edition)(1):92-96.[2015,大学英语教师课堂提问策略对学生口头应答的影响研究.《扬州大学学报(高教研究版)》第1期:92-96.]
Hu,Qingqiu(胡青球). 2007.An analysis of classroom discourse features of five excellent English teachers.Shandong Foreign Language Teaching(1):54-58.[2007,优秀英语教师课堂话语特征分析.《山东外语教学》第1期:54-58.]
Hu,Qingqiu(胡青球),Nicholson,Ed&Chen,Wei(陈炜).2004 An investigation of college English teacher's questioning patterns.Foreign Language World(6):22-27.[2004,大学英语教师课堂提问模式调查分析.《外语界》第6期:22-27.]
Hu,Yuezhu(胡越竹).2016.An empirical study on individual differences in foreign language anxiety and willingness to communicate.Com.puter-Assisted Foreign La,nguage Education(6):9-14.[2016,外语焦虑与交际意愿个体差异实证研究.《外语电化教学》第6期:9-14.]
Li,Qingsheng(李庆生)&Sun,Zhiyong(孙志勇).2011.Teachers'questions:To elicit information or to challenge students:A conversational analytical study of functions of teachers'questions in college English class,Foreign Languages in China(1):58-64.[2011,课堂提问:是获取信息还是挑战?《中国外语》第1期:58-64.]
Lin,Dianfang(林殿芳)&Wang,Junju(王俊菊).2018.A study of teacher factors affecting students'willingness to communicate.Foreign Language Educatio,(4):59-64.[2018,影响学生课堂交际意愿的教师因素研究.《外语教学》第4期:59-64.]
Liu,Qingsong(刘青松).2017.A study of alignment in the interactive dialogues in Chinese EFL classroom.MA thesis,Jinan University.[2017,《中国英语课堂互动话语的协同现象研究》.暨南大学硕士论文.]
Long,Michael H.&Sato,Charlen.J.1983.Classroom foreigner talk discourse:Forms and functions of teachers'questions.In:Seliger,Herbert W.&Long,Michael H.(eds),Classroo,m-oriented Research on Second Language Acquisition.Rowley,Mass:Newbury House,268-285.
Nunan,David.1991.Language Teaching Methodology.New York:Prentice Hall.
Pickering,Martin&Garrod,Simon.2004.Toward a mechanistic psychology of dialogue.Behavioral and Brain Sciences 21(2):169-190.
Pickering,Martin&Garrod,Simon.2006.Alignment as the basis for successful communication.Research on Language and Co,mputation 4(2-3):203-228.
Wang,Churning(王初明).2008.Interactions in language learning.Journal of Foreign Languages(6):53-60.[2008,语言学习与交互.《外国语》第6期:53-60.]
Wang,Churning(王初明). 2010.Interactive alignment and foreign language teaching.Foreign Language Teaching and Research(4):297-299.[2010,互动协同与外语教学.《外语教学与研究》第4期:297-299.]
Wang,Churning(王初明).2014.Language imitation and contents creation.Foreign Language World(2):42-48.[2014,内容要创造语言要模仿.《外语界》第2期:42-48.]
Wang,Xiaoyan(王晓妍). 2013.The analysis of teacher's talk in college English oral class.Foreign Language Research(3):119-122.[2013,大学英语口语课堂中的教师话语研究.《外语学刊》第3期:119-122.]
Wu,Ting(吴婷). 2016.An empirical study on the correlation between teaching strategies and willingness to communicate.Foreign Language Education(3):61-65.[2016,教师课堂管教策略与大学生英语交际意愿相关性的实证研究.《外语教学》第3期:61-65.]
Wu,Xudong(吴旭东). 2008.An investigation of Chinese EFL learners'self-perceived communicative competence and willingness to communicate.Modern Foreign Languages(3):280-290.[2008,中国学生外语学习环境下的口头交际能力自评与交际意愿.《现代外语》第3期:280-290.]
Wu,zhuang(吴庄)&Wen,Weiping(文卫平).2009.Undergraduate English Majors'willingness to communicate.Foreign Language Learning Theory and Practice(1):32-35.[2009,英语专业本科生的第二语言交际意愿.《外语教学理论与实践》第1期:32-35.]
Xu,Jinfen(徐锦芬)&Kou,Jinnan(寇金南).2017.A study of the patterns of small-group interaction in college English classrooms.Foreign Language Education(2):65-69.[2017,大学英语课堂小组互动模式研究.《外语教学》第2期:65-69.]
Xu,Jinfen(徐锦芬)&Kou,Jinnan(寇金南).2018.The effect of task type on group interaction in college English classrooms.Foreign Languages and Their Teaching(1):29-38.[2018,任务类型对大学英语课堂小组互动的影响.《外语与外语教学》第1期:29-38.]
Xu,Liqun(徐立群).2010.An investigation of the types of teacher's questioning in EFL classroom.Foreign Language World(3):60-65.[20 10,英语课堂教师提问类型的调查与分析.《外语界》第3期:60-65.]
Yang,Lianrui(杨连瑞),Cui,Yongyue(崔永悦)&Zhang,Tao(张涛).2017.A review of alignment effect research at home and abroad and its pedagogical implications.Foreign Languages in China(2):60-65.[2017,国内外二语习得协同效应研究.《中国外语》第2期:60-65.]
Yang,Linwei(杨林伟). 2018.A review on alignment in SLA from the sociocognitive perspective.Foreign Language Education in China(1):61-67.[2018,综述社会认知视角下的二语习得协同研究.《中国外语教育》第1期:61-67.]
Hu,Qingqiu(胡青球). 2007.An analysis of classroom discourse features of five excellent English teachers.Shandong Foreign Language Teaching(1):54-58.[2007,优秀英语教师课堂话语特征分析.《山东外语教学》第1期:54-58.]
Hu,Qingqiu(胡青球),Nicholson,Ed&Chen,Wei(陈炜).2004 An investigation of college English teacher's questioning patterns.Foreign Language World(6):22-27.[2004,大学英语教师课堂提问模式调查分析.《外语界》第6期:22-27.]
Hu,Yuezhu(胡越竹).2016.An empirical study on individual differences in foreign language anxiety and willingness to communicate.Com.puter-Assisted Foreign La,nguage Education(6):9-14.[2016,外语焦虑与交际意愿个体差异实证研究.《外语电化教学》第6期:9-14.]
Li,Qingsheng(李庆生)&Sun,Zhiyong(孙志勇).2011.Teachers'questions:To elicit information or to challenge students:A conversational analytical study of functions of teachers'questions in college English class,Foreign Languages in China(1):58-64.[2011,课堂提问:是获取信息还是挑战?《中国外语》第1期:58-64.]
Lin,Dianfang(林殿芳)&Wang,Junju(王俊菊).2018.A study of teacher factors affecting students'willingness to communicate.Foreign Language Educatio,(4):59-64.[2018,影响学生课堂交际意愿的教师因素研究.《外语教学》第4期:59-64.]
Liu,Qingsong(刘青松).2017.A study of alignment in the interactive dialogues in Chinese EFL classroom.MA thesis,Jinan University.[2017,《中国英语课堂互动话语的协同现象研究》.暨南大学硕士论文.]
Long,Michael H.&Sato,Charlen.J.1983.Classroom foreigner talk discourse:Forms and functions of teachers'questions.In:Seliger,Herbert W.&Long,Michael H.(eds),Classroo,m-oriented Research on Second Language Acquisition.Rowley,Mass:Newbury House,268-285.
Nunan,David.1991.Language Teaching Methodology.New York:Prentice Hall.
Pickering,Martin&Garrod,Simon.2004.Toward a mechanistic psychology of dialogue.Behavioral and Brain Sciences 21(2):169-190.
Pickering,Martin&Garrod,Simon.2006.Alignment as the basis for successful communication.Research on Language and Co,mputation 4(2-3):203-228.
Wang,Churning(王初明).2008.Interactions in language learning.Journal of Foreign Languages(6):53-60.[2008,语言学习与交互.《外国语》第6期:53-60.]
Wang,Churning(王初明). 2010.Interactive alignment and foreign language teaching.Foreign Language Teaching and Research(4):297-299.[2010,互动协同与外语教学.《外语教学与研究》第4期:297-299.]
Wang,Churning(王初明).2014.Language imitation and contents creation.Foreign Language World(2):42-48.[2014,内容要创造语言要模仿.《外语界》第2期:42-48.]
Wang,Xiaoyan(王晓妍). 2013.The analysis of teacher's talk in college English oral class.Foreign Language Research(3):119-122.[2013,大学英语口语课堂中的教师话语研究.《外语学刊》第3期:119-122.]
Wu,Ting(吴婷). 2016.An empirical study on the correlation between teaching strategies and willingness to communicate.Foreign Language Education(3):61-65.[2016,教师课堂管教策略与大学生英语交际意愿相关性的实证研究.《外语教学》第3期:61-65.]
Wu,Xudong(吴旭东). 2008.An investigation of Chinese EFL learners'self-perceived communicative competence and willingness to communicate.Modern Foreign Languages(3):280-290.[2008,中国学生外语学习环境下的口头交际能力自评与交际意愿.《现代外语》第3期:280-290.]
Wu,zhuang(吴庄)&Wen,Weiping(文卫平).2009.Undergraduate English Majors'willingness to communicate.Foreign Language Learning Theory and Practice(1):32-35.[2009,英语专业本科生的第二语言交际意愿.《外语教学理论与实践》第1期:32-35.]
Xu,Jinfen(徐锦芬)&Kou,Jinnan(寇金南).2017.A study of the patterns of small-group interaction in college English classrooms.Foreign Language Education(2):65-69.[2017,大学英语课堂小组互动模式研究.《外语教学》第2期:65-69.]
Xu,Jinfen(徐锦芬)&Kou,Jinnan(寇金南).2018.The effect of task type on group interaction in college English classrooms.Foreign Languages and Their Teaching(1):29-38.[2018,任务类型对大学英语课堂小组互动的影响.《外语与外语教学》第1期:29-38.]
Xu,Liqun(徐立群).2010.An investigation of the types of teacher's questioning in EFL classroom.Foreign Language World(3):60-65.[20 10,英语课堂教师提问类型的调查与分析.《外语界》第3期:60-65.]
Yang,Lianrui(杨连瑞),Cui,Yongyue(崔永悦)&Zhang,Tao(张涛).2017.A review of alignment effect research at home and abroad and its pedagogical implications.Foreign Languages in China(2):60-65.[2017,国内外二语习得协同效应研究.《中国外语》第2期:60-65.]
Yang,Linwei(杨林伟). 2018.A review on alignment in SLA from the sociocognitive perspective.Foreign Language Education in China(1):61-67.[2018,综述社会认知视角下的二语习得协同研究.《中国外语教育》第1期:61-67.]