首页 -> 2008年第7期

英语课堂提问类型、方式及其改进

作者：杨永东

　　研究发现,如果对L2学习者提问他们知道而教师并非知道答案的问题时,他们讲出的句子会更长｡笔者多年的教学实践中也发现,如果在课堂上提问一些能激发学生思考的问题时,学生的语句会更长,语言表达会更丰富｡那么,在语言教学过程中结合所学语言知识,合理设计一些启发学生进行抽象思维,让学生进行真实意义的交流,表达自己的思想观点的问题将会使学生从中受益,也会使语言教学更富有成效｡
　　
　　参考文献
　　[1] Fisher,R.1995.Teaching Children to Learn.Rowley,Mass.:Newbury House.
　　[2] Lang,M.H.& C.Sato.Classroom foreigner talk discourse:forms and functions of teacher’s questions.in Saliger,H.and M.H.Long(eds).Classroon oriented research in second language acquisiton.Rowley,Mass.:Newbury House.
　　[3] Lynch,T.1999.Questioning roles in the classroom.ELT Journal Volume 453 Oxford:Oxford University Press.
　　[4] Morgan.N & J.Saxton.1994.Asking better questions.Ontario:Pembroke Publishers.Nassaji,H.,& G.Wells,2000.What’s the Use of‘Triadic Dialogue’:An Investi gation of Teacher-student interaction.Applied Linguistics 21(3),376-406.
　　[5] Sinclair,J.& M.Coulthard.1975. Towards an Analysis of Discourse.London:Oxford University Press.
　　[6] Walsh,S.2002.Construction or obstruction:teacher talk and learner involvement in the EFL classroom.Language Teaching Research 6,1;PP.2-23.
　　[7] Whitaker,S.1983.Comprehension questions:about face!ELT Journal 374:329-34 Oxford:Oxford University Press.
　　(责任编辑张茂林)
　　

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