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1.1 Research Background
20世纪70年代初以来，交际语言教学方法已经被越来越广泛的认可和接受第二语言教学领域。这种教学方法的主要原理是，让学生自由交流，通过使用他们的目标语言，因此，教师与学生的互动和学生之间的互动成为课堂教学中注意到的特性之一。在课堂上，学生的活动是基于教师的指示，因此，这种教学方法的有效性在很大程度上取决于教师在课堂上。据了解，一名教师的功能主要是实现通过教师在课堂上说话，老师提问是老师讲的一个重要方面。美国心理学家史蒂文斯（1912）做了开拓性的研究，在课堂提问。根据他的研究，课堂教学在本质上是轮流教师的提问和学生的答案，教师的提问和学生的反应是采取了由约80％的上课时间。他的研究表明，教师提问在课堂互动中起着核心作用。此外，一项研究在香港的英语课（翠，1985）也表明，70％的谈话类由教师提问，学生的反应和教师的反馈。Since the early 1970s, communicative language teaching approach has been increasingly widelyrecognized and accepted in the field of second language teaching. The main principle of this teachingmethod is to enable students communicate freely by the use of their target language, and therefore, theteacher-student interaction and student-student interaction become one of the noticing characteristics inclassroom teaching. In class, the students’ activities are based majorly on the teachers’ instructions, andthus, the effectiveness of this teaching method greatly depends on teachers in class. It is known that thefunction of a teacher is mainly realized through teachers’ talk in class, and teacher questioning is a vitalaspect of teacher talk. The American psychologist Stevens (1912) did a pioneering research on classroomquestioning. According to his study, classroom teaching in essence is the turns of teachers’ questions andstudents’ answers, and about 80% of the class time is taken up by teachers’ questions and students’responses. His study shows that teachers’ questioning plays a central role in classroom interaction. Besides,a study (Tsui, 1985) of English classes in Hong Kong also shows that 70% of class talk consists of teachers’questioning, students’ responses and teachers’ feedback. 质疑的是人生的广泛应用教学技能作为教学的基本工具，在教学过程中教师与学生的互动中，一直高度重视在国内和国外的教育家。“孔雀（1990:128）说：”教师问问题，以找出什么样的学生做或不知道和理解，或提醒他们有关工作完成在以前的教训，或者挑战，激发和培养他们的思维。有时候，一个导向的问题，可以作为一个设备控制类的成员或一个困难的指挥手关注的话题。“有助于产生丰富的语言输出的学生在课堂上的有效的提问，以发展他们的思维能力并以促进老师和他的学生之间的交流。As a fundamental tool of teaching, questioning isone of the widely applied teaching skills in teacher-student interaction in teaching process, and it has beenhighly valued by Educationists at home and abroad. Peacock (1990:128) said: “Teachers appear to askquestions either to find out what pupils do or do not know and understand or to remind them about workcompleted in a previous lesson, or perhaps to challenge, stimulate and develop their thinking. Sometimes, awell-directed question can act as a device for controlling a difficult member of the class or directingattention to the topic in hand.” Effective questioning in class helps to produce the rich language output ofthe students, to develop their thinking abilities and to promote exchanges between the teacher and hisstudents.
However, the traditional English class in China has long been dominated by the grammartranslation method, and the teachers are the absolute authorities and the center in class. Though the studentsmay have a good command of grammar and vocabulary, they are unable to talk in English effectively intheir communication. Nowadays, the fast developments of social and economic have required educators toreconsider the situation of basic education in China. The basic education curriculum reform hasexperienced several stages since the year of 2001. It points out that teacher should well balance the oral English productions of the students.It is anticipated that the present study can provide some implications and feasible sugg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。