多模态视角下初中英语教师课堂提问策略分析

Analysis of Middle School English Teachers’Classroom Questioning Strategies from a Multimodal Perspective

教师话语作为课堂主要输入语言和教学媒介是学习者语言输入的重要来源,也是教师实现教学目标的必要手段。研究基于常州市某中学苏格拉底平台,从不同模态分析英语教师课堂提问策略,初中英语教师课堂提问在言语行为上多基于学情分析采用重复问题,降级问题难度等多种方式提升学生对问题的理解,借助提问时的语音语调变化、词汇或句子重读,以及话语停顿等副语言特征来增强问题的启发性,提升学生的课堂学习兴趣。此外,初中英语教师在课堂中往往还善于综合利用眼神交流、手势,以及多媒体和卡片等多种手段拉近师生距离,弱化课堂提问活动对学生产生的压迫感。

Teachers’discourse,as the main input language and medium of instruction in the classroom,is an important source of language input for learners and a necessary means for teachers to achieve their teaching goals.The study analyzes English teachers’classroom questioning strategies from different modalities based on the Socratic platform of a middle school in Changzhou City.In junior high school,English teachers’classroom questioning is mostly based on the analysis of students’speech situation by repeating the questions,downgrading the difficulty of the questions and other ways to enhance students’understanding of the questions,and enhance the illumination of the questions with the help of paralinguistic features such as voice intonation changes,vocabulary or sentence repetition and pauses in speech.The questions are designed to enhance students’interest in classroom learning.In addition,junior high school English teachers are often good at using a combination of eye contact,gestures,and multimedia and cards to improve the distance between teachers and students and to reduce the oppression of students in classroom questioning activities.