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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-04-21编辑:lgg点击率:3769
论文字数:37250论文编号:org201404191111013781语种:英语 English地区:中国价格:$ 66
摘要:Although researchers abroad have investigated classroom questioning from differentperspectives, it is only in recent years that several attempts have been made to examine thisaspect in China.
Chapter 5 Data Analysis and Discussions
5.1 Analysis of the Research Questions
Analysis of the research questions is based on the data collected from classroomobservation, questionnaires and interview. The results of this analysis will offer suggestions forclassroom questioning and interaction in order to better promote class teaching and learningefficiency. Based on Long & Sato’s classification of questions, the writer will focus on display andreferential questions obtained from classroom observation. As has been mentioned above, Long& Sato (1983) found that display questions require the learner to provide, or to displayknowledge, information already known by the questioner while referential questions ask forinformation not known by the questioner. Ellis (1999:589) stated: “referential questions aregenuinely information seeking, while display questions are testing the learner by elicitingalready known information.”
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Conclusion
In Chapter Five, the writer presents and discusses the characteristics of classroomquestioning in English classrooms in HVTC in terms of different types of questioning,distribution of teachers’ questions, wait-time, teachers’ feedback and questioning strategiesrespectively. Teachers will benefit from reflecting on their own classroom questioning, findingout existing problems in their questioning behaviors as well as adopting feasible means toimprove their questioning skills. The major findings based on analysis of the data obtained fromthe classroom observation, teachers’ and students’ questionnaires and interviews are as follows: teachers usually ask more display questions than referential ones, whereas studentsprefer more referential questions. Some possible reasons for the dominance of display questionsover referential questions are found in this research like limited class time, test pressure fromexaminations like CET-4 and CET-6, teachers’ proficiency and purposes of questioning, etc.
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