高职教师提问策略与学生口语输出的实证研究
摘要
为了适应经济的全球化及我国加入WTO的形势对我国的高等职业教育提出的越来越高的要求,高职高专英语教学应将培养符合社会需要的实用性人才和提高学生实际运用英语的能力放在非常重要的位置。为了达到这一目的,提高课堂教学的质量是一个关键。课堂教学中师生及学生与学生之间的互动与课堂教学的质量密切相关,而这种互动主要是通过“教师提问—学生回答”这一过程实现的。有效的教师课堂提问策略能激发课堂互动,在这方面的研究成果很多。这些研究涉及到教师提问的方式、提问的时机、问题的梯度、面向全体学生的提问类型和层次、提问的深度和广度、等候时间、选择学生、教师反馈等等(Chaudron 1988;Gaies 1987;Henzl 1979;Long 1981,1983;etc)。然而,这些研究多停留在理论上的探讨,实证性研究不多。本研究是针对高职英语教学中教师的提问策略与学生口语输出进行的一项实证性研究,由调查和实验两大部分组成。
调查研究在湖南公安高等专科学校和长沙南方职业技术学院进行,笔者随机对10位英语教师20节课进行随堂听课录音和494位学生进行问卷调查。调查数据说明现阶段的高职高专英语课堂中大多数的英语教师仍采用传统的教学模式。教师花大量的时间讲授单词,语法和重点句型,留给学生讨论和课堂互动的时间很少,且在少量的课堂提问中偏向于是非、选择的提问形式和展示性的提问内容。笔者对学生的口语输出水平从回答问题的反应程度,回答句子长度,正确度和复杂度四个方面进行了调查统计分析。调查结果表明大部分学生对是非和选择问题的回答要好于疑问和推理问题,对展示性问题的回答要好于参考性问题;回答句子短,错误多,复杂度低。
经过分析,笔者认为高职高专英语教师的课堂提问现状与学生口语输出水平低,交际能力差的后果有着密切的关系。为了回答是否可以通过改进英语教师课堂提问策略来增强课堂互动,提高学生的口语输出水平,笔者对长沙南方职业技术学院信息技术系大二两个班的学生进行了为期一个学期的实验。在实验班,教师多提参考性问题,且在学生回答失败或回答不完全时使用自我解释,重复,释义,缩问,分解,提示和引导等提问策略。同时,笔者在控制班多提展示性问题,且在学生回答失败或答案不完整时不使用任何提问策略。实验前后对学生口语水平进行了测试,并对实验数据用SPSS 11.5软件进行了统计分析。两个班学生的口语前测水平相差不大,但实验后测表明实验班学生口语水平明显高于控制班,且在口语输出的内容,正确度,流利度和复杂度方面有显著的进步,在语音语调方面的差异不是很大。因此,实验结论符合笔者提出的实验假设。高职高专英语教学中多提参考性问题且采用合理的提问策略有助于学生口语输出水平的提高。
教师提问策略的研究对于开展有效的课堂教学意义重大,同时也有利于提高学生的交际能力和综合能力。笔者希望本次研究能够对高职高专的英语教学带来一定的启示。
Faced with economic globalization and China's entrance into WTO, much attention has been placed on training practical talents and improving students' applied English capabilities in vocational technical colleges' (VTC) English teaching. In order to achieve this goal, it is crucial to improve the quality of classroom teaching in VTC. Classroom interaction between teacher-students and among students is closely related to the quality of English teaching. However, most of the classroom interaction is carried out by 'question-and-answer' sessions. Effective English teachers' questioning strategies (ETQS) can stimulate classroom interaction. A lot of studies have been done on the effectiveness of classroom questioning, which including questioning ways, questioning time, questioning levels, questioning types, questioning wait time, questioning distribution, and questioning feedback etc (Chaudron 1988; Gaies 1987; Henzl 1979; Long 1981, 1983; etc). However, all these studies stayed at the level of rational discussion, which still need further evidences and supports, but the empirical studies were rarely seen. The author intends to do an empirical research which consists of a survey and an experiment on teachers' questioning strategies (TQS) and EFL learners' oral output in VTC.
A survey study was carried out in Hunan Public Security College and Changsha Nanfang Vocational College. Altogether 10 English teachers' twenty classes were observed and tape-recorded and 494 students were investigated through questionnaires. Findings from the survey study reveal that VTC' English teaching is following a traditional way, for most of the English teachers spend a lot of time explaining language points and grammar in class, leaving little time for students' discussing and practicing oral English. What's worse, little time is spent on questioning, and Y/N questions and Or questions are favorably used question forms, and display questions are commonly and frequently used question content. The author analyzed the students' oral output from four aspects of degree of response, mean length of response, mean percentage of error-free clauses and mean ratio of syntactic complexity. The results indicate that most of EFL learners can respond Y/N questions and Or questions better than Wh- questions (X questions) and Reasoning questions (R questions); answer display questions worse than referential questions; many students can only produce simple sentences with a lot of errors in low syntactic complexity.
On the basis of this survey, we can conclude that EFL learners' poor oral output is closely related to the status quo of English teachers' questioning (ETQ) in VTC. The author conducted an experimental study in Changsha Nanfang Vocational College, aiming at finding out if improved ETQS can help to strengthen classroom interaction so as to increase EFL learners' oral output and improve their applied communicative capabilities. Two second-year classes in information technology department were chosen as the research subjects, one is experimental class (EC), and the other is controlled class (CC). Some proposed ETQS (self-explaining, repetition, paraphrasing, narrowing, decomposition, prompting and probing) to raise referential questions were employed in EC to testify whether these ETQS can make referential questions more intelligible when students failed to answer, so that EFL learners' oral output can be improved. Both pre-oral and post-oral tests were carried out and their results were analyzed with SPSS 11.5, which indicate that students' oral English proficiency is greatly enhanced on the aspects of content, grammar, fluency, and complexity in the EC after the experiment, though it is almost at the same level between the two classes before the experiment. Therefore, findings of the experimental study correspond to the research hypotheses that more referential questions than display questions will result in the improvement of EFL learners' oral output and the proposed ETQS will also contribute to the improvement of EFL learners' oral English proficiency in VTC.
Studies on TQS are of great significance for teachers in conducting effective classroom teaching, as well as to develop students' communicative competence and overall abilities in EFL learning. We hope that this research will give some pedagogical implications for VTC' English teaching and learning.
调查研究在湖南公安高等专科学校和长沙南方职业技术学院进行,笔者随机对10位英语教师20节课进行随堂听课录音和494位学生进行问卷调查。调查数据说明现阶段的高职高专英语课堂中大多数的英语教师仍采用传统的教学模式。教师花大量的时间讲授单词,语法和重点句型,留给学生讨论和课堂互动的时间很少,且在少量的课堂提问中偏向于是非、选择的提问形式和展示性的提问内容。笔者对学生的口语输出水平从回答问题的反应程度,回答句子长度,正确度和复杂度四个方面进行了调查统计分析。调查结果表明大部分学生对是非和选择问题的回答要好于疑问和推理问题,对展示性问题的回答要好于参考性问题;回答句子短,错误多,复杂度低。
经过分析,笔者认为高职高专英语教师的课堂提问现状与学生口语输出水平低,交际能力差的后果有着密切的关系。为了回答是否可以通过改进英语教师课堂提问策略来增强课堂互动,提高学生的口语输出水平,笔者对长沙南方职业技术学院信息技术系大二两个班的学生进行了为期一个学期的实验。在实验班,教师多提参考性问题,且在学生回答失败或回答不完全时使用自我解释,重复,释义,缩问,分解,提示和引导等提问策略。同时,笔者在控制班多提展示性问题,且在学生回答失败或答案不完整时不使用任何提问策略。实验前后对学生口语水平进行了测试,并对实验数据用SPSS 11.5软件进行了统计分析。两个班学生的口语前测水平相差不大,但实验后测表明实验班学生口语水平明显高于控制班,且在口语输出的内容,正确度,流利度和复杂度方面有显著的进步,在语音语调方面的差异不是很大。因此,实验结论符合笔者提出的实验假设。高职高专英语教学中多提参考性问题且采用合理的提问策略有助于学生口语输出水平的提高。
教师提问策略的研究对于开展有效的课堂教学意义重大,同时也有利于提高学生的交际能力和综合能力。笔者希望本次研究能够对高职高专的英语教学带来一定的启示。
Faced with economic globalization and China's entrance into WTO, much attention has been placed on training practical talents and improving students' applied English capabilities in vocational technical colleges' (VTC) English teaching. In order to achieve this goal, it is crucial to improve the quality of classroom teaching in VTC. Classroom interaction between teacher-students and among students is closely related to the quality of English teaching. However, most of the classroom interaction is carried out by 'question-and-answer' sessions. Effective English teachers' questioning strategies (ETQS) can stimulate classroom interaction. A lot of studies have been done on the effectiveness of classroom questioning, which including questioning ways, questioning time, questioning levels, questioning types, questioning wait time, questioning distribution, and questioning feedback etc (Chaudron 1988; Gaies 1987; Henzl 1979; Long 1981, 1983; etc). However, all these studies stayed at the level of rational discussion, which still need further evidences and supports, but the empirical studies were rarely seen. The author intends to do an empirical research which consists of a survey and an experiment on teachers' questioning strategies (TQS) and EFL learners' oral output in VTC.
A survey study was carried out in Hunan Public Security College and Changsha Nanfang Vocational College. Altogether 10 English teachers' twenty classes were observed and tape-recorded and 494 students were investigated through questionnaires. Findings from the survey study reveal that VTC' English teaching is following a traditional way, for most of the English teachers spend a lot of time explaining language points and grammar in class, leaving little time for students' discussing and practicing oral English. What's worse, little time is spent on questioning, and Y/N questions and Or questions are favorably used question forms, and display questions are commonly and frequently used question content. The author analyzed the students' oral output from four aspects of degree of response, mean length of response, mean percentage of error-free clauses and mean ratio of syntactic complexity. The results indicate that most of EFL learners can respond Y/N questions and Or questions better than Wh- questions (X questions) and Reasoning questions (R questions); answer display questions worse than referential questions; many students can only produce simple sentences with a lot of errors in low syntactic complexity.
On the basis of this survey, we can conclude that EFL learners' poor oral output is closely related to the status quo of English teachers' questioning (ETQ) in VTC. The author conducted an experimental study in Changsha Nanfang Vocational College, aiming at finding out if improved ETQS can help to strengthen classroom interaction so as to increase EFL learners' oral output and improve their applied communicative capabilities. Two second-year classes in information technology department were chosen as the research subjects, one is experimental class (EC), and the other is controlled class (CC). Some proposed ETQS (self-explaining, repetition, paraphrasing, narrowing, decomposition, prompting and probing) to raise referential questions were employed in EC to testify whether these ETQS can make referential questions more intelligible when students failed to answer, so that EFL learners' oral output can be improved. Both pre-oral and post-oral tests were carried out and their results were analyzed with SPSS 11.5, which indicate that students' oral English proficiency is greatly enhanced on the aspects of content, grammar, fluency, and complexity in the EC after the experiment, though it is almost at the same level between the two classes before the experiment. Therefore, findings of the experimental study correspond to the research hypotheses that more referential questions than display questions will result in the improvement of EFL learners' oral output and the proposed ETQS will also contribute to the improvement of EFL learners' oral English proficiency in VTC.
Studies on TQS are of great significance for teachers in conducting effective classroom teaching, as well as to develop students' communicative competence and overall abilities in EFL learning. We hope that this research will give some pedagogical implications for VTC' English teaching and learning.
引文
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Brock,C.A.1986.The effect of referential questions on ESL classroom discourse[J].TESOL Quarterly,20(1),47-59.
Borich,G.D.1988.Effective Teaching Method[M].Columbus:Merrill Publishing Company.
Brown,G.& Wragg,E.1993.Questioning[M].London:Routledge.
Brown,H.D.1994.Teaching by Principles:An Interactive Approach to Language Pedagogy[M].NJ:Prentice Hall Regents.
Carlsen,W.S.1991.Questioning in classrooms:A sociolinguistic perspective[J].Review of educational research,61,157-178.
Chaudron,C.1988.Second Language Classrooms[M].NY:Cambridge University Press.
Christenbury,L.& Kelly,P.1983.Questioning:A Path to Critical Thinking[M].Illinois:Natl Council of Teachers.
Cook,V.1991.Second Language Learning and Language Teaching[M].Edward Arnold(Publishers)Ltd.
Dewey,J.1933.How We Think[M].Boston,MA:Heath.
Dillion,J.1988.Questioning and Teaching[M].New South Wales,North Ryde:Crooom Helm Ltd.
Ellis,R.1985.Understanding Second Language Acquisition[M].Oxford:Oxford University Press.
Ellis,R.1990.Instructed Second Language Acquisition[M].Oxford:Blackwell Publishers Ltd.
Ellis,R.1994.The Study of Second Language Acquisition[M].Oxford:Oxford University Press.
Gall,M.1970.The use of questions in teaching[J].Review of Educational Research,40,707-20.
Gall,M.1984.Synthesis of research on teachers' questioning[J].Educational Leadership,42:40-7.
Gales,S.1987.The investigation of language classroom process[J].TESOL Quarterly,17,205-217.
Heznl,V.1979.Foreigner talk in the classroom[J].International Review of Applied Linguistics,17:159-65.
Kinsella,V.(ed.).1991.Surveys 1:Eight State-of-the-art Articles on Key Areas in Language Teaching[M].Cambridge University Press.
Kissock,C.& Iyortsuun,T.1982.A Guide to Questioning:Classroom Procedures for Teachers[M].Macmillan Publishers.
Krashen,S.D.1982.Principles and Practice in Second Language Acquisition[M].Pergamon Press.21-22.
Krashen,S.1985.The Input Hypothesis:Issues and Implication in the Second Language Classroom[M].London,Longman.
Leven,T & Long,R.1981.Effective Instruction[M].Washington,DC:Association for Supervision and Curriculun Development.
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