The Research on Strategies of College English Teachers Classroom Questioning

Autor/in	Wangru, Cao
Titel	The Research on Strategies of College English Teachers Classroom Questioning
Quelle	In: International Education Studies, 9 (2016) 8, S.144-158 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Educational Strategies; Teaching Methods; Questioning Techniques; Teaching Skills; College English; English (Second Language); English Teachers; Second Language Instruction; Discourse Analysis; Classroom Communication; Prompting; Repetition; Observation; Questionnaires; Interviews; Statistical Analysis; Instructional Effectiveness; China + Suchen Sie Ihr Suchwort? Ausland; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; English as second language; English; Second Language; Englisch als Zweitsprache; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Fremdsprachenunterricht; Diskursanalyse; Klassengespräch; Benutzerführung; Wiederholung; Beobachtung; Fragebogen; Interviewing; Interviewtechnik; Statistische Analyse; Unterrichtserfolg
Abstract	Questioning is one of the most frequently used strategies in classroom teaching, as well as the most influential teaching skill. It is a useful way for teachers to output information, to convey information and to obtain feedback from students. Teachers can also use it to communicate with their students. Effective questioning in class can encourage students to give relative and complete answers. It can activate students' thought, develop their recognition and organize the class as well. However, there is little research in teachers' questioning, especially in which teachers' questioning and students' expectations are combined. This study aims to explore the teachers' questioning characteristics from the following aspects: the types of questions, the ways of answering questions, questioning strategies, the distribution of questions, wait time and feedback in college EFL class. The results may contribute to the teachers' questioning and the second language acquisition in EFL classrooms; meanwhile it may train students' language competence and improve the efficiency of teaching quality. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01