英语课堂学生提问对教学效果的影响
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摘要
近年来,课堂提问已逐渐成为许多专家、学者研究的重点。但热点集中在教师提问上,而对学生提问的研究相对不足。基于此,作者以构建主义、交流理论和互动理论为依据,经过四个月的探索研究,通过调查并改变学习者的观念,建立新的评估体系,构建宽松和谐的课堂氛围等措施促进英语课堂学生提问的行为发展。研究数据来源于课堂观察、问卷调查与访谈。作者对研究设计、实施过程与数据分析做了比较详细的描述。研究显示,传统学生英语课堂的提问行为很少发生,这种情况受诸多因素的影响,主要分为外部和内部两大类。研究结果表明,在教师的引导下,学生的英语课堂提问行为发生了变化,主要体现在提问频率的增加、提问种类的变化以及提问质量的提高;学生的英语课堂提问行为对英语教学中学生的角色、特点(如情感、信念和个性)、以及技巧能力等方面都有影响,从而影响教学效果。
因此,学校应改善教育理念,教师应继续学习,学校和教师应该构建新型的课程体系,并创建一个宽松和谐、真正体现以学生为中心的课堂气氛。鼓励学生想要提问、能够提问、敢于提问、善于提问,提高学生自身素质,并达到良好的教学效果。
Although considerable research has been done on teacher questioning in classroom, only a limited amount of attention has been given to student questioning. Therefore, based on some theories such as constructivism, communication theory and interaction theory, this study took students’questioning as its subject of four months investigation. Data was collected through classroom observations, questionnaire surveys and interviews. The author describes research design, implementation process and data analysis in detail. It is found that there was seldom students’questioning behavior in the traditional English teaching class which was resulted from external and internal factors. To serve the purpose of the study, some pedagogical actions or strategies were taken to guide and help students to ask more and better questions, improving students questioning frequent, enhancing meaning-oriented questions. At the same time, students’questioning has active influence on learner role, characteristic (such as emotion, belief and personality), and skill and aptitude in English teaching class.
Therefore, school should modify belief, teacher should keep self-education, and they should establish a new course system and a welcome classroom environment which is really learner-centered. Students should be encouraged to want to, can and dare question and do well in questioning so that good teaching consequence can reach.
因此,学校应改善教育理念,教师应继续学习,学校和教师应该构建新型的课程体系,并创建一个宽松和谐、真正体现以学生为中心的课堂气氛。鼓励学生想要提问、能够提问、敢于提问、善于提问,提高学生自身素质,并达到良好的教学效果。
Although considerable research has been done on teacher questioning in classroom, only a limited amount of attention has been given to student questioning. Therefore, based on some theories such as constructivism, communication theory and interaction theory, this study took students’questioning as its subject of four months investigation. Data was collected through classroom observations, questionnaire surveys and interviews. The author describes research design, implementation process and data analysis in detail. It is found that there was seldom students’questioning behavior in the traditional English teaching class which was resulted from external and internal factors. To serve the purpose of the study, some pedagogical actions or strategies were taken to guide and help students to ask more and better questions, improving students questioning frequent, enhancing meaning-oriented questions. At the same time, students’questioning has active influence on learner role, characteristic (such as emotion, belief and personality), and skill and aptitude in English teaching class.
Therefore, school should modify belief, teacher should keep self-education, and they should establish a new course system and a welcome classroom environment which is really learner-centered. Students should be encouraged to want to, can and dare question and do well in questioning so that good teaching consequence can reach.
引文
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[2] Alpert, R. & Haber, R. Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology. 1960. 61: 207-215.
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[11] Ciardiello. Did you ask a good question today? Alternative cognitive and metacognitive strategies. Journal of Adolescent & Adult Literacy. 1998. 42(3):210-229.
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[18] Graesser, A. C. & Person, N. K. Question asking during tutoring. American Educational Research Journal. 1994. 31:104-137.
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[20] Jean, S. P. Child Language. Foreign Language Teaching and Research Press. 2000.
[21] Karabenick, S. T. Perceived teacher support of student questioning in the college classroom: its relation to student characteristics and role in the classroom questioning process. Journal of Educational Psychology. 1994. 86: 90.
[22] Krashen. The Input Hypothesis: Issues and Implications. Longman. 1985.
[23] Lightbown, P. M. & Spada, N. How Languages Are Learned. Shanghai Foreign Language Education Press. 2002. 49-59.
[24] Madeleine, A.D. & Oberg, G. Questioning to learn and learning to question: structure and function of problem-based learning scenarios in environmental science education. Higher Education. 2001. 41:263-282.
[25] Michael, M. Discourse Analysis for Language Teachers. Shanghai Foreign Language Education Press. 2002.
[26] Nuttall, C. Teaching Reading Skills in A Foreign Language. Cambridge University Press. 1982. 125-165.
[27] Oxford, R. L. Anxiety and the language learner: New insights. In Arnold 1999. 1999.
[28] Rovai, A. P. A constructivist approach to online college learning. Internet and Higher Education. 2004. (7):79-93. http://elsevier.lib.tsinghua.edu.cn/pdflinks/06031011461616855.pdf
[29] Searle, J. Speech Acts. Cambridge University Press. 1969.
[30] Schunk, D. H. Self-efficacy perspective on achievement behavior. Educational Psychologist. 1989. 19: 48-58.
[31] Sunderland. Working paper: Student Initiation, Teacher Response, Student Follow-up: Towards an Appreciation of Student-initiated IPFs in the Language Classroom. Center for Research in Language Education. 2001.
[32] Ur, P. A. Course in Language Teaching: Practice and Theory. Foreign Language Teaching and Research Press. 2000.
[33] Westein, E. K. Questions and answers to guide the teaching of critical thinking. Teaching English in the Two-Year College. 1992. 19:284-288.
[34] Widdowson, H. G. Teaching Language as Communication. Oxford University Press. 1978.
[35] Widdowson, H. G. Teaching Language as Communication. Oxford University Press. 1983.
[36] Williams, M & Burden, .R. L. Psychology for Language Teachers. Foreign Language Teaching and Research Press. 2000.
[37]蒋景阳.外语课堂交际活动研究.浙江大学出版社. 2006. 133-139.
[38]欧阳文.学生无问题意识的原因与问题意识的培养.湘潭大学学报. 1999. 23(1):28-131.
[39]司成勇.从“学答”走向“学问”:“学问”教学的理论研究与模式建构.博士学位论文.西北师范大学. 2006.
[40]宋玲.课堂提问的艺术.中国轻工业出版社. 2006.
[41]宋振韶.课堂提问基本模式以及学生提问的研究现状.学科教育. 2003. (1):23-26.
[42]王红春.初中生课堂提问的现状与管理策略.硕士学位论文.华东师范大学. 2005.
[43]徐锦芬,彭仁忠,吴卫平.非英语专业大学生自主性英语学习能力调差与分析.外语教学与研究.2004. 36(1)
[44]徐勰.关于大学英语课堂学生提问的探索性研究.硕士学位论文.南京师范大学. 2008.
[45]张孔仪.西方阅读教学中有关提问的心理学研究.心理发与教育. 1998. (1):49-52.
[46]郑和钧,邓京华.高中生心理学.浙江教育出版社. 1993.
[2] Alpert, R. & Haber, R. Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology. 1960. 61: 207-215.
[3] Austin, J. How to Do Things with Words. Oxford University Press. 1962.
[4] Bachman, L. & Palmer, A. The construct validation of some components of communicative proficiency. TESOL Quarterly. 1982. 16(4): 449-465.
[5] Bachman, L. Fundamental Considerations in Language Testing. Oxford University Press. 1990.
[6] Becher, R.R. The Critical Role of Students’Questions in Literacy Development. Educational Forum. 2000. 64: 261-271.
[7] Brown, H. D. Teaching by Principles. Prentice Hall Regents. 1994. 173-188.
[8] Brown, H. D. Principles of Language Learning and Teaching. Englewood Cliffs. 1987. (2).
[9] Brown, H. D. Principles of Language Learning and Teaching. Addison Wesley Longman. 2000. (4). 142-156.
[10] Canale, M. & Swain, M. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics. 1980. 1(1): 1-47.
[11] Ciardiello. Did you ask a good question today? Alternative cognitive and metacognitive strategies. Journal of Adolescent & Adult Literacy. 1998. 42(3):210-229.
[12] Coopersmith,S. The Antecedents of Self-esteem. W. H. Freeman. 1967.
[13] Dechers, L. Motivation: Biological, Psychological, and Environmental. Allyn & Bacon. 2001.
[14] Dewey, J. Democracy and Education: An Introduction to the Philosophy of Education. The Fres Press. 1916. http://www.ilt.columbia.edu/pubilcations/dewey.html
[15] Foster-Cohen, S. H. An Introduction to Child Language Development. Foreign Language Teaching and Research Press. 2002. 62-89.
[16] Fredrickson, B. L. What good are positive emotions? Review of General Psychology. 1998. (2):300-319.
[17] Gardner, D. & Miller, L. Establishing Self-Access from Theory to Practice. Shanghai Foreign Language Education Press. 2002.
[18] Graesser, A. C. & Person, N. K. Question asking during tutoring. American Educational Research Journal. 1994. 31:104-137.
[19] Hymes, D. On communicative competence. Pride, J. & Holmes, J. (eds.). Sociolinguistics. 1972. 269-293.
[20] Jean, S. P. Child Language. Foreign Language Teaching and Research Press. 2000.
[21] Karabenick, S. T. Perceived teacher support of student questioning in the college classroom: its relation to student characteristics and role in the classroom questioning process. Journal of Educational Psychology. 1994. 86: 90.
[22] Krashen. The Input Hypothesis: Issues and Implications. Longman. 1985.
[23] Lightbown, P. M. & Spada, N. How Languages Are Learned. Shanghai Foreign Language Education Press. 2002. 49-59.
[24] Madeleine, A.D. & Oberg, G. Questioning to learn and learning to question: structure and function of problem-based learning scenarios in environmental science education. Higher Education. 2001. 41:263-282.
[25] Michael, M. Discourse Analysis for Language Teachers. Shanghai Foreign Language Education Press. 2002.
[26] Nuttall, C. Teaching Reading Skills in A Foreign Language. Cambridge University Press. 1982. 125-165.
[27] Oxford, R. L. Anxiety and the language learner: New insights. In Arnold 1999. 1999.
[28] Rovai, A. P. A constructivist approach to online college learning. Internet and Higher Education. 2004. (7):79-93. http://elsevier.lib.tsinghua.edu.cn/pdflinks/06031011461616855.pdf
[29] Searle, J. Speech Acts. Cambridge University Press. 1969.
[30] Schunk, D. H. Self-efficacy perspective on achievement behavior. Educational Psychologist. 1989. 19: 48-58.
[31] Sunderland. Working paper: Student Initiation, Teacher Response, Student Follow-up: Towards an Appreciation of Student-initiated IPFs in the Language Classroom. Center for Research in Language Education. 2001.
[32] Ur, P. A. Course in Language Teaching: Practice and Theory. Foreign Language Teaching and Research Press. 2000.
[33] Westein, E. K. Questions and answers to guide the teaching of critical thinking. Teaching English in the Two-Year College. 1992. 19:284-288.
[34] Widdowson, H. G. Teaching Language as Communication. Oxford University Press. 1978.
[35] Widdowson, H. G. Teaching Language as Communication. Oxford University Press. 1983.
[36] Williams, M & Burden, .R. L. Psychology for Language Teachers. Foreign Language Teaching and Research Press. 2000.
[37]蒋景阳.外语课堂交际活动研究.浙江大学出版社. 2006. 133-139.
[38]欧阳文.学生无问题意识的原因与问题意识的培养.湘潭大学学报. 1999. 23(1):28-131.
[39]司成勇.从“学答”走向“学问”:“学问”教学的理论研究与模式建构.博士学位论文.西北师范大学. 2006.
[40]宋玲.课堂提问的艺术.中国轻工业出版社. 2006.
[41]宋振韶.课堂提问基本模式以及学生提问的研究现状.学科教育. 2003. (1):23-26.
[42]王红春.初中生课堂提问的现状与管理策略.硕士学位论文.华东师范大学. 2005.
[43]徐锦芬,彭仁忠,吴卫平.非英语专业大学生自主性英语学习能力调差与分析.外语教学与研究.2004. 36(1)
[44]徐勰.关于大学英语课堂学生提问的探索性研究.硕士学位论文.南京师范大学. 2008.
[45]张孔仪.西方阅读教学中有关提问的心理学研究.心理发与教育. 1998. (1):49-52.
[46]郑和钧,邓京华.高中生心理学.浙江教育出版社. 1993.