英语论文网

esearch are adopted in the form of questions, which are the central elements analyzed for the content. Considering that the questions following the reading text may be used as an effective way to develop students’ understanding, this study mainly concentrates on the questions proposed during the while-reading and post-reading processes. The types of the questions are classified in the light of the revised version of Bloom’s Taxonomy by Anderson and Krathwohl (2001). According to the cognitive process dimension of this taxonomy, the types of questions are divided into two parts: lower-order thinking question types and higher-order thinking question types. The first question types consist of remembering, understanding, and applying, while the second question types include analyzing, evaluating, and creating. Then, the data are presented in tables and descriptively analyzed. Through the way of calculating, the percentage of each type of question appears. Afterwards, the data of the types of questions that appear in each class are compared. Therefore, the information on the features of questions that proposed by these six English teachers could be obtained. In table 4.1, there are some examples of question types that have been created by these teachers.

初中英语教学论文参考

Chapter Five Conclusion

5.1 Summary of Major Findings

After analyzing classroom observation, interviews and questionnaires, several findings are brought out to reply the research questions. Below are the findings of the study.

For the first guiding research question of the study, it addressed the features of teacher questioning in English reading teaching. According to the framework for analyzing teacher questioning from the perspective of deep learning, the features can be drawn from the first research question on the question categories, waiting time, target audience, and feedback. The first characteristic of the study is that out of the six different question types, understanding questions are clearly the most widely used question type, which follows at a considerable distance by remembering, applying and analyzing questions. The rest of question categories are extremely rare. This fact is in line with the research results of Ashadi and lubis (2017) and Kurniawati and Fitriati (2017) who report that the level of question dominating the teaching and learning activity is the low-level questions, in which questions at the understanding level are often asked by teachers. The second feature of the study is that the average waiting time is longer than the researcher expected and longer than other researches have measured (e.g. Rowe, 1986). On the third feature of teacher questioning, this study reveals that in the 18 English reading classes, the whole-class answering and nominating students to answer occupy the most of class. The last characteristic derived from the results of this study is that positive feedback is mostly used in class, but further follow-up questions based on different student responses are seldom posed by teachers.

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