英語(yǔ)課堂中提問(wèn)策略的實(shí)施與思考【開(kāi)題報(bào)告+文獻(xiàn)綜述+畢業(yè)論文】

1、<p><b>　　畢業(yè)論文開(kāi)題報(bào)告</b></p><p><b>　　英語(yǔ)</b></p><p>　　The Thinking and Application of Questioning Strategies</p><p>　　in EFL Teaching in Secondary School<

2、;/p><p>　　一、論文選題的背景、意義（所選課題的歷史背景、國(guó)內(nèi)外研究現(xiàn)狀和發(fā)展趨勢(shì)）</p><p>　　My thesis’s title is The Thinking and Application of Questioning Strategies in EFL Teaching in Secondary School, and the title is chosen from

3、 the knowledge of a Course in English Language Teaching.</p><p>　　With the rapid increasing of communication among countries in many fields, learning the most widely spoken language, English, has becoming mo

4、re and more popular. And the main channel to learn English in China is learning in English classes or organizations. As the EFL (English as Foreign Language) interaction has become a good method for English learning, it

5、 is widely believed that questioning strategies in EFL classes in very important as a form of classroom interaction. Therefore, great atten</p><p>　　Nowadays the phenomenon of raising questions attracts many

6、 people’s attention and a lot of research is done on the aspect. Thus, there are great changes on the topic of this thesis, compared to the situation of few people make a study of it long ago. Now most of researchers hol

7、d the view that having a good knowledge of how to raise questions is critically important for teachers in the class because it not only plays an important role in the interaction between teacher and students, but also is

8、 b</p><p>　　To know more about strategic questioning in English class in secondary school, I read many books on this topic. I have also read some comments on questioning strategies in EFL teaching in seconda

9、ry. In the past decade, quite a few scholars have pointed out that only in the way of paying great attention to the skill of asking questions in English class, may the teachers ask questions effectively and improve the s

10、trategies of questioning so as to make contribution to Chinese English education.</p><p>　　With more and more people attach importance to strategies of classroom questioning, as long as English teachers valu

11、e the achievement of predecessors and take it seriously, for students, it will be inductive to increase the interest in English learning, think more and creatively, learn the knowledge better, get higher marks in examina

12、tion and improve the compressive English language ability. The purpose of this thesis is to explore more deeply of question-raising skills in secondary school and s</p><p>　　二、研究的基本內(nèi)容與擬解決的主要問(wèn)題</p><

13、;p>　　How to ask questions in EFL classes has become a widespread top concern in English teaching, which has not received enough attention from many teachers and educators, including teachers of secondary school in Chi

14、na. Problems appear in many aspects. Some teachers ask too many questions, while some raise too few questions to motivate and encourage students to think and explore. Others question in an improper time and in an imprope

15、r way, or the time for students to think for the questions is too li</p><p>　　三、研究的方法和技術(shù)路線</p><p>　　The outline is as follows:</p><p>　　Introduction</p><p>　　Basic Know

16、ledge of Questioning in EFL Teaching</p><p>　　importance of questioning in EFL Teaching</p><p>　　types of questioning in EFL Teaching</p><p>　　roles and functions of questioning <

17、;/p><p>　　characteristics of good questions</p><p>　　Application of Questioning Strategies in EFL Teaching</p><p>　　3.1 definition of questioning strategy</p><p>　　3.2 typ

18、es of questioning strategies</p><p>　　3.2.1 question-planning strategies</p><p>　　3.2.2 question-designing strategies</p><p>　　3.2.3question-monitoring strategies</p><p&g

19、t;　　3.2.4question-evaluating strategies</p><p>　　3.3 right time to ask questions at different stages of the lesson</p><p>　　3.3.1 at the warming-up period</p><p>　　3.3.2 at the pres

20、enting period</p><p>　　3.3.3 at the producing period</p><p>　　3.3.4 at the practicing period</p><p>　　3.4 procedure of questioning </p><p>　　3.5 methods to ask question

21、s for different levels of learners</p><p>　　3.6 treatments of answers</p><p>　　4. Tips We Should Pay Attention to When Raising Questions</p><p>　　5. Conclusion</p><p>　

22、　To finish my bachelor paper, firstly I think it is important to search the information of the domestic and overseas general research about questioning strategies. Secondly, I should make a good use of the library, the i

23、nternet and other reference sources to finish my work. Last but the most important, I have to communicate with my supervisor and my classmates as more as possible. Thirdly, do some research, such as interview of some tea

24、chers and students or hand out questionnaires to collect info</p><p>　　I may meet problems in the process of working, for example, there are not enough reference sources I can find, or it is difficult to col

25、lect the real information I want. In order to conquer them, I will concentrate on my paper so that I think the problems are not very difficult to deal with.</p><p>　　四、論文詳細(xì)工作進(jìn)度和安排</p><p>　　1. 20

26、10 Nov.7---Dec.5</p><p>　　Finding Sencondary Resources</p><p>　　1) Prewriting---Developing a Preliminary Bibliography</p><p>　　2) Prewriting---Shaping the Preliminary Outline</p&

27、gt;<p>　　3) Prewriting---Taking notes</p><p>　　4) Prewriting---Writing Precis and Paraphrases</p><p>　　2. 2009 Dec.6---Dec.14</p><p>　　Writing the Paper Proposal</p>&

28、lt;p>　　3. 2009 Dec.15---Dec.29</p><p>　　Drafting the Paper</p><p>　　1) Writing---Creating the Final Plan</p><p>　　2) Writing---Developing the First Draft</p><p>　　4.

29、 2010 Apr.11---Apr.18</p><p>　　Writing the Second Draft</p><p>　　4. 2010 Apr.20---Apr.28</p><p>　　Revising the Paper</p><p>　　1) Polishing the Paper</p><p>

30、;　　2) Preparing the Final Documentation Notes</p><p>　　3) Preparing the Final Bibiography</p><p>　　5. 2010 May.6---May.13</p><p>　　Preparing the Final Copy</p><p>　　For

31、matting the Final Draft</p><p>　　Proofreading---Checking the Details</p><p>　　五、要參考文獻(xiàn) （參考文獻(xiàn)格式：論文：作者 題目 刊名 年份 卷（期） 頁(yè)碼 專著：作者 書(shū)名 出版者 年份）</p><p>　　Aklilu Gashaye. 2010. Implementation

32、of Oral Questioning Strategies in Efl Classrooms[M] Volm Verlag.</p><p>　　Brown, H. D. 1994. Principle of Language Learning and Teaching[M]. New Jersey: Prentice Hall. </p><p>　　Elizabeth Shaune

33、ssy. 2005. Questioning Strategies for Teaching the Gifted[M] Prufrock Press. </p><p>　　Fiona R Lake ect. 2005. Teaching on the Run[M]. MJA2005; 182(3): 126-127</p><p>　　Nanda, V. K. 1998. Moder

34、n Techniques of Teaching[M]. .New Delhi: Anmol Publications Pvt Ltd. </p><p>　　Nasreen Hussain. 2003. Helping EFL/ESL Students by Asking Quality Questions [J].The Internet TESL Journal. </p><p>

35、;　　Nunan David. 2004. 英語(yǔ)教學(xué)的革命[M]. Lanzhou University Press</p><p>　　Orlich, D. C. ect. 1994. Teaching strategies: A Guide to Better Instruction [M]. Toronto: Heath and Company.</p><p>　　Xiaoyan

36、Ma. 2008. The Skills of Teacher’s Questioning in English Classes [D]. </p><p>　　Yao Hongxi. 2007 Lessons Depend on Questioning-Questioning Skills of Junior Enlish Class. </p><p>　　李冬梅. 2006. 新

37、目標(biāo)英語(yǔ)課堂教學(xué)設(shè)計(jì)與活動(dòng)案例[M]. 浙江教育出版社</p><p>　　王薔. 2006. 英語(yǔ)教學(xué)法教程第二版[M]. 高等教育出版社.</p><p>　　鄭佩蕓. 2003. 外語(yǔ)界2003年第三期：課堂提問(wèn)與焦慮控制[J]. 上海外語(yǔ)教育出版社.</p><p><b>　　畢業(yè)論文文獻(xiàn)綜述</b></p><

38、p><b>　　英語(yǔ)</b></p><p>　　The Thinking and Application of Questioning Strategies in EFL Teaching in Secondary School</p><p>　　一、前言部分（說(shuō)明寫(xiě)作的目的，介紹有關(guān)概念，扼要說(shuō)明有關(guān)主題爭(zhēng)論焦點(diǎn)）</p><p>

39、　　本論文的寫(xiě)作目的是為了在前人的研究基礎(chǔ)上，更加深入地探究中學(xué)英語(yǔ)課堂中教師提問(wèn)策略的實(shí)施方式方法，以及相關(guān)的內(nèi)容和在真實(shí)課堂實(shí)施中需要注意的幾個(gè)點(diǎn)，由此來(lái)幫助更多的人認(rèn)識(shí)到中學(xué)英語(yǔ)課堂中提問(wèn)策略的重要性，有利于中學(xué)教師提高上課效率，提高教學(xué)質(zhì)量。</p><p>　　提問(wèn)的研究可以從蘇格拉底以前的哲學(xué)家一直追溯到當(dāng)代。從現(xiàn)有的資料來(lái)看，國(guó)外對(duì)課堂提問(wèn)的研究中最具代表的人物是心理學(xué)家瑞格(Wragg)。瑞格從提

40、問(wèn)的概念、提問(wèn)的原因、提問(wèn)的類(lèi)型及其出現(xiàn)的頻率等方面進(jìn)行了心理學(xué)意義上的較為全面的研究。為了了解教師觀念中的提問(wèn)概念，瑞格曾邀請(qǐng)了五所學(xué)校里的36位教師，對(duì)他們進(jìn)行了一系列調(diào)查，其中要求回答的兩個(gè)問(wèn)題是:第一，在你們心目中什么樣的問(wèn)題形式才算提問(wèn)？第二，能不能為提問(wèn)下一個(gè)定義？。經(jīng)過(guò)調(diào)查研究，瑞格認(rèn)為，教師觀念當(dāng)中的提問(wèn)，僅僅是從句子中是否包含“問(wèn)題”這一角度來(lái)考慮的，而不是從能否引起反應(yīng)這一角度來(lái)考慮的。在瑞格看來(lái)，只要學(xué)生對(duì)此感興趣

41、，引起學(xué)生反應(yīng)和討論，都可以算作一個(gè)問(wèn)題，關(guān)于能不能為提問(wèn)下一個(gè)定義，教師的意見(jiàn)分歧很大。概括起來(lái)有三種觀點(diǎn)，第一是認(rèn)為沒(méi)有必要也無(wú)法給提問(wèn)下一個(gè)定義；第二是命令和問(wèn)題不同，任何語(yǔ)尾變化形式的敘述句，只要它帶有命令的性質(zhì)，都不是問(wèn)題；第三是“提問(wèn)是試圖引出言語(yǔ)反應(yīng)的任何敘述句”。瑞格認(rèn)為第三種觀點(diǎn)更具有說(shuō)服力。</p><p>　　中國(guó)的提問(wèn)研究可以一直追溯到孔子，孔子的“啟發(fā)式”盡管與蘇格拉底的“產(chǎn)婆術(shù)”存在差

42、異，但不可否認(rèn)“啟發(fā)式”與“提問(wèn)”、“問(wèn)對(duì)”有著密切的關(guān)系。關(guān)于“提問(wèn)”在教育教學(xué)中的研究和認(rèn)識(shí)，大概可以這樣來(lái)劃分:21世紀(jì)以前的教育教學(xué)論著作都是把課堂提問(wèn)從兩個(gè)層面上來(lái)研究。第一個(gè)是，把課堂提問(wèn)作為一種教學(xué)方法來(lái)研究。①如南京師范大學(xué)教育系主編的《教育學(xué)》把提問(wèn)作為談話法，盡管作者沒(méi)有直接說(shuō)談話法就是提問(wèn)，但他們論述運(yùn)用談話法時(shí)應(yīng)遵循的要求中可以明確地看出來(lái)。在論及運(yùn)用談話法應(yīng)遵循的基本要求時(shí)是這樣僅僅做了兩點(diǎn)論述的：“(1)教師

43、要作充分準(zhǔn)備，對(duì)談話的中心，要求提問(wèn)的對(duì)象等都要周密準(zhǔn)備，對(duì)進(jìn)行中可能發(fā)生的情況要有足夠的估計(jì)，并據(jù)此提出一個(gè)包括有主要問(wèn)題和嚴(yán)格邏輯順序的談話提綱。提出的問(wèn)題要明確、具體、難易適度，符合學(xué)生已有的知識(shí)經(jīng)驗(yàn)，問(wèn)題要有啟發(fā)性，形式要多樣化。(2)談話時(shí)，教師的提問(wèn)要面向全體，應(yīng)給學(xué)生有思考的余地。提問(wèn)對(duì)象要普遍，并根據(jù)學(xué)生的程度而提出相應(yīng)的問(wèn)題，使他們?cè)诟髯缘幕A(chǔ)上都有提高。談話結(jié)束后應(yīng)結(jié)合學(xué)生回答問(wèn)題的情況進(jìn)行小結(jié)，概括問(wèn)題的正確答案、

44、指出談話過(guò)程中的優(yōu)缺點(diǎn)?！?lt;/p><p>　　自人們爭(zhēng)論這個(gè)話題開(kāi)始，對(duì)于課堂上應(yīng)該用一定的提問(wèn)技巧來(lái)提高效率是普遍認(rèn)同的。幾乎沒(méi)有人認(rèn)為一節(jié)好的課堂根本不需要教師有高的提問(wèn)技巧和關(guān)于問(wèn)題的相關(guān)知識(shí)。而具體在技巧應(yīng)如何使用方面，各人的觀點(diǎn)有異同點(diǎn)。比如，對(duì)于一節(jié)課提問(wèn)的次數(shù)，有些專家認(rèn)為問(wèn)題知識(shí)教學(xué)中的輔助手段之一，不需要有太多的問(wèn)題，因?yàn)閱?wèn)題太多會(huì)導(dǎo)致一節(jié)課比較松散，最后這節(jié)課結(jié)束時(shí)似乎沒(méi)有教授預(yù)先安排的應(yīng)該

45、完成的叫教學(xué)任務(wù)，有主次不分的感覺(jué)。而有些學(xué)者認(rèn)為，學(xué)習(xí)的過(guò)程本身就是一個(gè)思考、理解、積累、創(chuàng)新的過(guò)程，只要是好的問(wèn)題，提問(wèn)有助于引發(fā)學(xué)生思考，幫助他們理解知識(shí)點(diǎn)，還能引發(fā)思考，因此他們認(rèn)為在一定范圍內(nèi)，如果提問(wèn)次數(shù)越多，那么學(xué)生的學(xué)習(xí)積極性越高，學(xué)到的、領(lǐng)悟的越多。</p><p>　　二、主題部分（闡明有關(guān)主題的歷史背景、現(xiàn)狀和發(fā)展方向，以及對(duì)這些問(wèn)題的評(píng)述）</p><p>　　關(guān)于

46、有效提問(wèn)的研究，是從什么是有效的問(wèn)題開(kāi)始的。美國(guó)教育家加里.D.鮑里奇在其著作《有效教學(xué)方法》(第四版)中借鑒了Chuska和Wilen的觀點(diǎn)，有效的問(wèn)題是那些學(xué)生能夠積極組織回答并因此而積極參與學(xué)習(xí)過(guò)程的問(wèn)題。加里.D.鮑里奇還作了進(jìn)一步的分析指出，問(wèn)題的有效性不僅僅在于詞句，其有效性還在于音調(diào)的變化、重讀、詞的選擇及問(wèn)題的語(yǔ)境。提問(wèn)有很多方式，每種方式都能決定它是否會(huì)被學(xué)生理解為一個(gè)問(wèn)題，會(huì)被理解成一個(gè)怎樣的問(wèn)題。任何口頭的說(shuō)法或者

47、手勢(shì)，只要引起了學(xué)生的回應(yīng)或回答，就被看作是問(wèn)題；如果這種回應(yīng)或回答能讓學(xué)生更積極地參與學(xué)習(xí)過(guò)程，那么，這種問(wèn)題就是有效的問(wèn)題。問(wèn)題應(yīng)該明確指出要求學(xué)生回答的觀點(diǎn)，模糊不清的問(wèn)題有很多的答案，會(huì)使學(xué)生感到迷惑。教師應(yīng)該引導(dǎo)學(xué)生對(duì)問(wèn)題進(jìn)行具體的一步一步地回答。這不是指教師為學(xué)生提供線索，而是指教師提出具體的問(wèn)題讓學(xué)生回答。或者，教師可以首先提出要討論的問(wèn)題，然后引導(dǎo)學(xué)生提出解決辦法，最后讓學(xué)生對(duì)每一種辦法進(jìn)行批判性思考。關(guān)鍵的是信息交流的

48、有序性和意義性，而不是每個(gè)問(wèn)題的認(rèn)知層次。</p><p>　　同時(shí)加里.D.鮑里奇提出：?jiǎn)栴}應(yīng)該向全班學(xué)生提出，事實(shí)問(wèn)題和思考問(wèn)題的比例要保持平衡，涉及范圍要廣，以對(duì)話形式提出，偶爾讓學(xué)生回答同學(xué)提出的問(wèn)題。</p><p>　　在李成武等主編的《現(xiàn)代教育學(xué)》中就比較明顯地將“談話法”看成“提問(wèn)”，他們認(rèn)為，“談話法是教師根據(jù)學(xué)生己有的知識(shí)經(jīng)驗(yàn)提出問(wèn)題，引導(dǎo)學(xué)生進(jìn)行思考，通過(guò)師生間的談話

49、，讓學(xué)生自己得出結(jié)論，獲得知識(shí)的一種方法?！本o接著論述道，“談話法亦稱‘問(wèn)答法’、‘提問(wèn)法’、‘蘇格拉底法’或‘產(chǎn)婆術(shù)’。最早使用談話法的是中國(guó)古代的孔子和古希臘的蘇格拉底。”在李秉德、李定仁主編的《教學(xué)論》中，也將談話法稱問(wèn)答法，“是教師和學(xué)生以口頭語(yǔ)言問(wèn)答的方式進(jìn)行教學(xué)的一種方法?！钡诙€(gè)是，將提問(wèn)作為一種教學(xué)技術(shù)技巧來(lái)進(jìn)行研究。如張武升在《教學(xué)藝術(shù)論》中開(kāi)出專節(jié)“問(wèn)答的藝術(shù)”來(lái)探討提問(wèn)的藝術(shù)性問(wèn)題。</p><

50、p>　　三、總結(jié)部分（將全文主題進(jìn)行扼要總結(jié)，提出自己的見(jiàn)解并對(duì)進(jìn)一步的發(fā)展方向做出預(yù)測(cè)）</p><p>　　英語(yǔ)課堂是一個(gè)老師和學(xué)生之間互動(dòng)的一個(gè)過(guò)程。在這個(gè)過(guò)程之中，提出問(wèn)題和回答問(wèn)題是引起互動(dòng)的一種主要方式，因此，好的教學(xué)時(shí)和一個(gè)老師是否具備高水平的提問(wèn)策略以及相關(guān)知識(shí)是緊密相連的。有技巧性的提問(wèn)方式不僅可以激發(fā)學(xué)生自我思考，集中注意力于課堂，使得他們更好地了解課堂中教師所教授的知識(shí)點(diǎn)，而且老師可以

51、更加自然地引入每一課堂的重點(diǎn)，隨時(shí)在課堂中檢測(cè)學(xué)生是否抓住了語(yǔ)言知識(shí)，或者了解學(xué)生掌握知識(shí)的程度。所以在長(zhǎng)期的教學(xué)過(guò)程中，對(duì)于教師而言，學(xué)會(huì)如何以一種技巧性的方式提問(wèn)時(shí)非常重要的。好的提問(wèn)策略對(duì)教學(xué)工作是極其有幫助的。</p><p>　　隨著越來(lái)越多的人對(duì)中學(xué)課堂教學(xué)中的提問(wèn)策略的日益關(guān)注，只要英語(yǔ)教師重視在課堂提問(wèn)研究方面前人的成果，并認(rèn)真對(duì)待，這將有助于提高學(xué)生對(duì)于英語(yǔ)課的學(xué)習(xí)興趣，激發(fā)有創(chuàng)造性思考，在中國(guó)

52、這個(gè)教育體制下的考試中取得更高的分?jǐn)?shù)，提高綜合英語(yǔ)語(yǔ)言能力。如此，進(jìn)一步提高英語(yǔ)教學(xué)的實(shí)施。</p><p><b>　　四、參考文獻(xiàn) </b></p><p>　　Aklilu Gashaye. 2010. Implementation of Oral Questioning Strategies in Efl Classrooms[M] Volm Verlag.&

53、lt;/p><p>　　Brown, H. D. 1994. Principle of Language Learning and Teaching[M]. New Jersey: Prentice Hall. </p><p>　　Elizabeth Shaunessy. 2005. Questioning Strategies for Teaching the Gifted[M] Pruf

54、rock Press. </p><p>　　Fiona R Lake ect. 2005. Teaching on the Run[M]. MJA2005; 182(3): 126-127</p><p>　　Nanda, V. K. 1998. Modern Techniques of Teaching[M]. .New Delhi: Anmol Publications Pvt

55、Ltd. </p><p>　　Nasreen Hussain. 2003. Helping EFL/ESL Students by Asking Quality Questions [J].The Internet TESL Journal. </p><p>　　Nunan David. 2004. 英語(yǔ)教學(xué)的革命[M]. Lanzhou University Press</p&

56、gt;<p>　　Orlich, D. C. ect. 1994. Teaching strategies: A Guide to Better Instruction [M]. Toronto: Heath and Company.</p><p>　　Xiaoyan Ma. 2008. The Skills of Teacher’s Questioning in English Classes

57、[D]. </p><p>　　Yao Hongxi. 2007 Lessons Depend on Questioning-Questioning Skills of Junior Enlish Class. </p><p>　　李冬梅. 2006. 新目標(biāo)英語(yǔ)課堂教學(xué)設(shè)計(jì)與活動(dòng)案例[M]. 浙江教育出版社</p><p>　　王薔. 2006. 英語(yǔ)教學(xué)法

58、教程第二版[M]. 高等教育出版社.</p><p>　　鄭佩蕓. 2003. 外語(yǔ)界2003年第三期：課堂提問(wèn)與焦慮控制[J]. 上海外語(yǔ)教育出版社.</p><p><b>　?。?0_ _屆）</b></p><p><b>　　本科畢業(yè)設(shè)計(jì)</b></p><p><b>　　英

59、語(yǔ)</b></p><p>　　英語(yǔ)課堂中提問(wèn)策略的實(shí)施與思考</p><p>　　The Thinking and Application of Questioning</p><p>　　Strategies in EFL Teaching </p><p><b>　　摘要</b></p>

60、<p>　　本論文的目的是調(diào)查課堂中英語(yǔ)作為外語(yǔ)的提問(wèn)策略的實(shí)施情況。提問(wèn)是英語(yǔ)教學(xué)中一個(gè)重要的部分，是教師引導(dǎo)學(xué)生積極思考，培養(yǎng)學(xué)生分析能力和創(chuàng)新能力的主要方式，也是輸出、傳遞信息和從學(xué)生獲得反饋的關(guān)鍵渠道。再者，提問(wèn)可以提高表達(dá)能力，檢測(cè)學(xué)生學(xué)習(xí)效果。此論文重點(diǎn)研究教師如何在中學(xué)課堂中運(yùn)用提問(wèn)策略以達(dá)到教學(xué)目標(biāo)，教會(huì)學(xué)生學(xué)習(xí)方法，指導(dǎo)學(xué)生自主學(xué)習(xí)。此外，論文深入探索了英語(yǔ)課堂教學(xué)中應(yīng)該關(guān)注的提問(wèn)技巧和一些相關(guān)注意點(diǎn)。&

61、lt;/p><p>　　關(guān)鍵詞: 提問(wèn)；提問(wèn)策略；英語(yǔ)教學(xué)；互動(dòng)</p><p><b>　　Abstract</b></p><p>　　The purpose of this study is to investigate the effects of question-raising in EFL classroom. Raising que

62、stions is a major part of English teaching and a major method of the teacher who guides his students to think actively, fostering students’ ability of analysis and creation, as well as a key channel of teacher’s output,

63、transmission of information and feedback from students. In addition, raising questions can improve the ability of expression and examine learning outcome. This paper focus on </p><p>　　Key words: raising que

64、stion; questioning strategies; EFL teaching; interaction</p><p><b>　　Contents</b></p><p>　　AbstractI</p><p>　　1 Introduction1</p><p>　　2 Basic Knowledge o

65、f Questioning in EFL Teaching1</p><p>　　2.1 Importance of questioning in EFL Teaching1</p><p>　　2.2 Types of questioning in EFL Teaching2</p><p>　　2.3 Roles and functions of ques

66、tioning2</p><p>　　2.4 Characteristics of good questions3</p><p>　　3 Application of Questioning Strategies in EFL Teaching4</p><p>　　3.1 Definition of questioning strategy4</p

67、><p>　　3.2 Types of questioning strategies4</p><p>　　3. 2. 1 Question-planning strategies4</p><p>　　3. 2. 2 Question-designing strategies4</p><p>　　3. 2. 3 Question-mon

68、itoring strategies4</p><p>　　3. 2. 4 Question-evaluating strategies5</p><p>　　3.3 Right time to ask questions5</p><p>　　3.4 Procedure of questioning5</p><p>　　3.5 M

69、ethods to ask questions for different levels of learners6</p><p>　　3.6 Treatments of answers7</p><p>　　4 Tips for Raising Questions8</p><p>　　5 Conclusion9</p><p>

70、　　Bibliography10</p><p>　　Acknowledgements11</p><p>　　1. Introduction</p><p>　　How to ask questions in EFL classes has become a widespread top concern in English teaching, which h

71、as not received enough attention from many teachers and educators, including teachers of secondary school in China. Teaching has become more scientific, interesting and vivid. Teachers’ questioning has traditionally been

72、 viewed as an important component of teacher talk and the core of effective teaching in classroom context. (Yao Hongxi, 2007) Problems appear in many aspects. Some teachers ask too</p><p>　　In the history, t

73、here are many experts and other scholars devoting into doing research on this topic at home and abroad. In foreign countries, the most typical person studying on question-raising is a psychologist called Wragg. He had an

74、 overall research on the concepts of questioning, the reasons of questioning, the types of questioning and the frequency of questioning based on psychology. In Wragg’s opinion, as long as it is an expression that student

75、s are interested in and can arouse students</p><p>　　In China, one of the most influential representatives of studying questioning strategies is Li Chengwu. In the book Modern Education, he considers convers

76、ation method as questioning. He thinks conversation method is a way that teachers raise questions according to what students have already known lead students to think, let them draw conclusions by themselves after so-cal

77、led conversation and finally gain knowledge. </p><p>　　There are many different research results of predecessors in the long history domestic and overseas. This paper is written based on their valuable resul

78、ts.</p><p>　　2. Basic Knowledge of Questioning in EFL Teaching</p><p>　　2.1 Importance of questioning in EFL Teaching</p><p>　　Questioning is a common technique used in English lang

79、uage teaching. For a teacher, it is very important to know why to ask, what to ask, when to ask questions and how to ask questions. Raising questions can facilitate and strengthen teacher’s teaching. The goal is to check

80、 if the students understand what they have been taught, and to increase students’ involvement and to promote students’ creative thinking in classroom interaction. Questioning has been considered as one of the most essent

81、ial an</p><p>　　Questioning is one kind of teaching procedure. It is one teaching behavior way through teachers and students’ interaction, checking learning, promoting thought, consolidating knowledge, using

82、 knowledge, achieving teaching goals. There is a kind of high-level questioning, which encourage students to think what they have learnt, their attitude and faith, or require them to testify certain interference method b

83、y raising questions. (Nunan David, 2004: 89)</p><p>　　Questioning is usually used as a kind of joint communication teaching strategies between the teacher and students. It has been adopted generally in teach

84、ing from the time there was teaching till the present time.</p><p>　　2.2 Types of questioning in EFL Teaching</p><p>　　Teachers’ questions can be classified into two categories. One is display q

85、uestions. Display question can be called Yes or No question whose answer is fixed. Such question is always fairly superficial. Take the text in New Standard English, Student’s book 6 for example, a teacher may ask “Did L

86、ingling generally enjoy her holiday?” Well, we see from the sentences “Not bad. But the trip back was very long. The train was full of people, and I had to stand for over six hours. ”, the answer can be an</p><

87、;p>　　2.3 Roles and functions of questioning </p><p>　　Questions in the class serve as different functions. According to Kauchak and Eggert, the functions can be basically grouped into three categories: di

88、agnostic, instructional and motivational, but a single question can usually serve more than one function. As a diagnostic device, classroom questions can make the teacher explore into the minds of students to not only le

89、arn what they know or don’t know but also find out how they think about a certain topic. The instructional function means that que</p><p>　　In terms of its functions, there are several detailed reasons why q

90、uestions are so commonly used in teaching and learning:</p><p>　　They stimulate and maintain students’ interest, inspire their thinking and encourage them to express what they think in their mind. During the

91、 process of teaching, questions are always needed to keep students’ active thinking and attentive attention. For example, when the teacher leads in at the start of the class, teachers can catch students’ attention from a

92、fter-class activities and make them think and focus on the content of the lesson by adopting questions. It can further lay a solid foundat</p><p>　　They enable a teacher to clarify what a student has said. B

93、y repetition of students’ answer, such as ‘you think that it is right for the author to do so?’ the teacher can make sure whether it is indeed the student’s answer. Or with a little modification, e.g. the student’s answe

94、r of a question is ‘he is too timid to do such a thing.’ The teacher may ask, ‘do you mean he daren’t do a thing like that?’ Thus, the teacher, including the rest students can understand the opinion that student wants to

95、 </p><p>　　Questions have a function to provide opportunities for all the students to participate in a lesson more actively. Creating good questions make students’ full attention to the content in the whole

96、class possible. Students will be able to experience the happiness of achieving success, gain certain knowledge and develop some skills at the same time because of the teachers’ diligent designing of different levels of q

97、uestions for the different level students. </p><p>　　They enable teachers to check students’ understanding. Teachers can gain teaching and learning feedback by reasonable designing of classroom teaching. Cl

98、assroom questions are usually used to organize, control and adjust teaching, ensuring natural transition of every teaching step. In detail, by using like ‘would you say it again?’ or ‘so would you please help me to check

99、 it’, teachers give the demand clearly. By using like ‘a(chǎn)re you ready?’, ‘a(chǎn)re you clear’ or ‘so are you saying you…’, teachers c</p><p>　　·They enable a teacher to elicit a particular structure or vocabu

100、lary items. </p><p>　　2.4 Characteristics of good questions</p><p>　　1. The learners should be able to understand the questions asked and the meaning of the questions should be clear to them.<

101、;/p><p>　　2. Challenging questions that require learners to compare, evaluate, or draw inference should be asked. </p><p>　　3. Yes/No questions should be avoided when it is to open students’ mind a

102、nd inspire deep and active thinking.</p><p>　　4. Questions asked must be according to the level of the learners.</p><p>　　5. A question should not have a 'trick' or 'catch' to it

103、. </p><p>　　6. Questions with definite answers should be encouraged.</p><p>　　3. Application of Questioning Strategies in EFL Teaching</p><p>　　3.1 Definition of questioning strateg

104、y</p><p>　　Questioning strategies refer to the techniques used by teachers when they intend to get a response from students. It is said that through the appropriate strategies in formulating and asking quest

105、ions, he teacher can help students understand and utilize content and formulate ideas, concepts, relationships and principles. It is generally acknowledged that questioning is closely related to the following aspects: th