英语论文网

never really had much opportunity topractice in circumstances at all similar to ‘real life’. In Britain similar ideas have beendeveloped into a proposal called ‘communicative curriculum’. (see Breen and Candlin1980). As one of the most efficient tool in interactive classrooms, questioning plays asignificant role in English learning. Questioning functions as dynamic discursive toolto build collaboration and to scaffold comprehension and comprehensibility.Chaudron (1998) reviews several studies, which record the phenomenon of teachertalk in SLA classroom by comparing it to other classroom speech. He found thatphonological, lexical, syntactic and discourse differences are present throughoutlevels of Education. It is hypothesized here that if teachers pay more attention to theirquestioning strategies, the output of students’ spoken English would be improved andtherefore the classroom interaction would be much better. The attention of teacherquestioning will determine how well the students achieve their educational goals.

Chapter 2. Literature review

2.1 Introduction
This chapter firstly focuses on the previous contrastive studies in novice teachersand expert teachers, then gives the definition of novice teacher and expert teacheraccording to Sternberg (1997), and narrows down its definition to this thesis for thesake of clarity and research. After that, this chapter focuses on discussing classroomquestioning, that is, definition and classification of classroom questioning will beillustrated, and then the role and significance of classroom questioning elaborated.Following this, the relative theories of questioning, including questioning strategies,feedback, wait time will be discussed in detail. Finally this chapter reviews relativetheories on classroom interaction, among which are Krashen’s Input Hypothesis,Swain’s Comprehensive Output Hypothesis, the relationship between output andsecond language acquisition, and the impact of output on second language acquisition.

2.2 The definition of novice teacher and expert teacher
The comparative features of novice and expert teachers have been examined forextended years. Researchers found that novice teacher and expert teachers understandthe concept of prior knowledge differently and have different ways to use thisknowledge to make instructional decisions. Akerson, Flick, and Lederman (2000),who studied primary Science teachers’ competence to recognize learners’ priorconceptions, using Kelly’s (1955) theory of personal constructs as their basis for adefinition of prior knowledge. In Kelly’s view, human’s most basic psychologicalfunction is to organize experienced events into themes that can be used to predictfuture events based upon their similarity to and difference from past events. Besides,expert teachers are more experienced in classroom planning, questioning, feedback,etc. The process of learning to teach is complex and novice teachers are hinderedbecause of their lack of background experiences as educators and hence limited inmaking sense of what is happening in their classrooms. Novice teachers have limitedexperiences to organize their thought into useful and effective classroom performanceand incompetence of making predictions about future events.

Chapter 3. Research design............ 33-40
    3.1. Introduction......... 33
    3.2. Research questions..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。