英语课堂中教师提问对学习者语言输出的影响研究

Studies on the Influence of Teacher Questioning on Learners' Language Output in College English Classroom

教师提问题是教师话语的重要组成部分。教师提问的类型、提问后等待时间、答问方式以及提问策略影响学习者的参与及语言输出的长度与复杂度。通过课堂录音、问卷调查与访谈,本文对山东省某高校6位英语教师课堂的提问类型、提问后等待时间、答问方式以及提问策略进行了定量分析。研究结果表明,在非英语专业英语课堂中,就提问类型而言,教师使用的展示性提问大幅超过参考性提问,而参考性提问可以激发学习者产生句子更长、句法更为复杂的语言输出;较之"集体回答"和"指定学生回答","自愿回答"这一答问方式更能调动学习者的参与意识,鼓励其增加语言输出;提问后等待时间越长,学习者思考问题的时间越长,语言输出越多;较之重复和自我解释,促发和追问策略可以增加师生互动和意义协商的机会,诱导学习者增加语言产出。基于实证结论,提出对外语教学的启示。

Drawing upon Linda Hutcheon ＇ s postmodemism poetics of ＂historiographic metafiction＂ , this essay develops an in-depth analysis of V. S. Naipaul＇ s novel A Bend in the River from the perspective of self-referentiality, intertextuality and parody so that the political predicament, corrupted democratic system and economic dependence of suzerain are demonstrated. This study aims to reveal the possibility of breaking the traditional boundaries between history and literary fiction, and subvert the paradox of the mechanical breaking between historical discourse and literary texts so as to deconstruct the binary opposition between historiography and literary fiction and achieve the harmonious unity of history and literary fiction under the microscopic narration.