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bsp; 3.3 Research Procedures and Instruments ...........24-27
        3.3.1 Language proficiency tests ...........24-25
        3.3.2 Classroom observations and audio-recordings...........25-26
        3.3.3 Data collection and description........... 26-27
4 Data Analysis ...........27-46
    4.1 The Four Questioning Strategies and Students’ answer........... 27-34
    4.2 The Question Types and Students’ Answer........... 34-39
    4.3 The Wait Time and Students’ answer ...........39-44
    4.4 Summary...........44-46
5 Discussion ...........46-50
    5.1 Teachers modification of questioning strategies ...........46-47
    5.2 Question types associated with students’ answer........... 47-48
5.3 Wait-time and students’ answer ...........48-50

Conclusion

From this study we could found teacher’s dominance in EFL classroom student talkis limited in quantity and quality. They do not take the initiative in asking questions asoften as they are expected, and their questions are more often than not the results ofteacher’s encouragement or stimulation. The students’ answers are found to be short andbrief, and, what is more, frequently to be the dispreferred type. Similarly, in thequestion-answer interaction, the students are rather passive and have much less accessto the floor of the interaction than what is expected.The main purpose of EFL teaching is to improve the students’ competence andperformance in English, such as, to train the student’s ability and efficiency in usingEnglish appropriately. In order to reach the teaching purpose, it is necessary to increasestudent’s output, or students’ talk, in the classroom. This is because student’s talk inEnglish is also a means to improve their competence and performance in English. Somesuggestions are feasible to help increase the quantity and improve the quality of thestudent’s talk in the EFL classroom.First of all, the teacher can prepare some questions targeted at the key points of thelanguage or the texts, to elicit students’ original ideas and engage them in “high-levelthinking”. In responding to these questions the students can increase their linguisticoutput to some extent. The teacher should avoid some obscure questions that mighthinder the students’ comprehension and production. On the other hand, the studentsshould make use of their chances of asking questions to seek information andknowledge, and to clarify and resolve doubts in their study. They can also take questionanswering as a way to display their competence and to practice the target language.
Moreover, the teacher can take full advantage of group work to increase theamount of student talk. Compared with whole-class teaching, group work is supposed tohave the advantages that “the students receive significantly more individual languagepractice opportunities” and “the range of language functions (rhetorical, pedagogic, andinterpersonal) practiced by individual students is wider” (Long & Porter, 1985:221-222).The use of group work activated can increase students’ motivation in study and createan agreeable setting for study. Group work is also effective in reducing the teacher’sdominance over the本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。