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ons....22
4.1 Description of Students’ Attitudes towards Referential Questions......22
4.2 Teachers’ Assessment of Referential Questions.....26
4.2.1 The Distribution of Question Types in Classroom Interaction .........26
4.2.2 Teachers’ Assessment of Posing Referential Questions in Classroom .........27
4.3 Teacher Scaffolding in Referential Questions........28
4.3.1 One- way Scaffolding .....28
4.3.2 Multiple Scaffolding .......33
4.4 Effects of Teacher Scaffolding in Referential Questions.........36
4.4.1 Frequencies of Scaffolding Means in Class A ....36
4.4.2 Analysis of Questionnaire II .......37
4.4.3 Analysis of Results of Students’ Writing in Class A and Class B....39
Chapter Five Conclusion.......40
5.1 Major Findings.......40
5.2 Limitations and Suggestions ....43

Chapter Four Results and Discussion

4.1 Description of Students’ Attitudes towards Referential Questions
Eighty-three students from different levels were asked to finish the questionnaire.It contained one and a half page of explicit information about the functions of displayand referential questions. There were 7 open-response questions designed to find outthe students’ attitudes towards answering display and referential questions. Displayquestions were referred to as Question Type A and Referential questions were listed asQuestion Type B in order not to confuse the students with terms. The questions werewritten in Chinese to avoid any misunderstanding.Question 1: What do you think are the effects of display questions (Question Type A)on your language development?40% of the students said that display questions did not have much positive effecton their language formation and development. Among these students,11 of them saidthat display questions are too easy for higher-level students, thus they found classuninteresting. The other 22 pointed out that display questions failed to triggerhigher-order thinking. 43 of the original 83 thought that display questions areacceptable for many reasons. Some of the reasons were that display questions helpthem know the meaning of words and the text, and such questions enable them to seetheir weaknesses and strengths. 7 students supplied incomplete answers to thequestion, only describing what a display question is.

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Conclusion

Referential questions can elicit students’ thoughts, reasons, experiences, andopinions. Investigations focused on teacher-student dialogue in both language (e.g.,English as a Second Language) and content (e.g., science) classes identify referentialquestions as an important situational variable that help students produce extendedturns of talk and provide a means for teachers and students to co-construct knowledge(McNeil, 2012; Boyd & Rubin, 2002; Mercer, 2000; Nystrand, 1997). Thus,referential questions prompt students to comprehend and produce target language thatreflects their own thinking and provides opportunities for teachers to assist in thoseprocesses. However, literature review shows that prior studies have explored theeffects of referential questions for second language acquisition and the imbalance ofdisplay and referential questions in language learning classroom. It seems that priorresearches diagnosed the “illness” but they di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。