A Study on Teacher's Questioning Strategies in the UK

Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK and interview of English teachers, this thesis investigates the types, functions and answer-seeking strategies used by EFL teachers.

Teachers’Questioning Strategies in Reading Class—the Perspective of Adaptation

Teachers’questioning is one of the crucial means for classroom interaction.This study attempts to explore teachers’questioning strategies in reading class from the perspective of Adaptation Theory.It is found that the effective questioning can be realized in teachers’adaptation to their roles,the features of students and the features of reading courses.

An Investigation of Teacher Questioning Strategies Usage in College English Course——A Case Study on Honghe University

Teacher questioning strategy is one of popular teaching method in teaching practice.The teachers and students of college English course II was taken as investigate objects in this study.This study will focus on the problems of questioning frequency,questioning types,questioning strategies,waiting time and students’response to deeply study this situation.Through the data collection and analysis,the researcher hopes the study will deeply reveal the real situation of teacher questioning usage in Honghe University.Some referential suggestions will be offered to the college English teachers for their future teaching.

The Role of Questioning in the Teaching of Reading

In learner-centered classroom,teachers' questioning serves as very important stimuli to foster students' participation in classroom interaction.A classroom full of active interactions is an ideal environment for foreign language acquisition(FLA).Questioning is a critical strategy for the instructors to engage students in reading activities so as to help them build the habit of independent learning.

A Study on Teacher’s Questioning Practice in an ESL Learning Context in Hong Kong

This empirical study intends to explore the questioning behaviors of an English as a second language(hereinafter referred to as ESL)teacher in Hong Kong by quantitatively looking at the distribution of the two types of questions,namely display questions and referential questions,as well as by qualitatively evaluating the universally accepted functions of the questions and the effectiveness of the modification techniques used to enhance the factual value of the questions.Data-based explorations challenging the traditional views toward questions are critically presented,and new findings are excavated and advocated.Pedagogical implications are considerably raised as they serve as a theoretical framework to be applied and further analyzed in future real-life EFL and ESL settings,so as to realize better assessment for learning.

Questioning Practice in Oral Teaching for Higher Vocational Students

In order to improve the students’ language competence,the author paid much attention to the students’ questioning practice.It,to some extent,turns out to be an effective method to train the students to use appropriate language grammatically and sociallinguistically.

A Self-reflection on the Questioning in the English Class in Vocational College

Questioning is a indispensible part of classroom teaching and a measurement of classroom performance in our vocational college. But there is not enough importance had attached on it in the author's class. In this essay,the author researched on previous theories and peer studies on questioning,in accordance on the specific situation of our college,trying to figure out how to improve the questioning behavior in the class.

Brief Introduction about Questioning Art in English Classroom

here is no doubt that teacher’s language has deep effects on the EFL classroom language teaching.To make a further explanation about how and why important teacher’s language is,this paper intends to make more clear elucidation about its strategies according to the following specific parts.

Questioning Styles in Vocational College English Classrooms

This study investigates the effects of TBLT reform in Higher Vocational Colleges from the perspective of questioning styles.It employs three methods to collect data:classroom observation,semi-structured interviews and focus group discussion with eight English teachers and their 384 non-English major students from three Higher Vocational Colleges in Guangdong.The results indicated that the teachers assigned students different tasks to perform in class.They seemed to be adopting the TBLT approach,but their English classes were not totally different from the teacher-centered grammar-focused lessons,the student-centered or communicative lessons.

Application of Questioning Strategy in English Reading Teaching

This paper mainly deals with the application of questioning strategy in English reading teaching.As one of the most useful methods,teachers usually attach great importance to questioning,which is proved to be very effective in teaching.

Questioning Strategies of English Teachers

AMY.B.M.TSUI thinks that most of the interactive learning starts with the teachers' questioning. Richard and Lockart(1994) think that the proper questioning can help the students to acquire the second language. Jin Chuanbao(1997) even thinks that the questioning process of the teachers should become the core of the class. Though almost all of the teachers are questioning, they know little about the questioning strategies. In this case, it is urgent to study this subject. The present study reveals some problems of four teachers' questioning strategies in Junior Middle School. I hope some helpful ideas can be found in the thesis.

A Research on Different Classroom Questioning Strategies Between Chinese and Foreign EFL Teachers

The application of questioning as a teaching tool has always been considered as a main part of the teaching process.Based on the viewpoint of several researchers,a survey was conducted on the application of different questioning strategies by Chinese and foreign EFL teachers in a middle school,in order to determine their effects on students’language learning output and propose measures to optimize Chinese teachers’questioning strategies for improving students’learning efficiency.This research provides preliminary results based on the data collected from the video recordings of class sessions,a questionnaire,and an interview.According to the analysis,the questioning strategies differ between Chinese and foreign EFL teachers in many aspects,such as in information seeking,offering,modification,adjustment,feedback,and so forth.

Advocacy inquiry and circular questioning to maintain psychological safety in training,feedback,and conversations with residents

Training of emergency physicians through an emergency medicine residency program takes 5 years,that is,3 years in junior residency and 2 years in senior residency.Throughout this period,residents will be exposed to a variety of educational methodologies and meet a spectrum of faculty,supervisors,and teachers,who will have different personalities,styles,and approaches to teaching and nurturing them.It is important to ensure the maintenance of psychological safety for these residents throughout their training journey and into the future years of practice s an emergency physician.Communications,interactions(which involve questioning),and presentations will be an important part of this training program.This article looks at two modes of questioning:advocacy inquiry and circular questioning,which can be applied as appropriate.These two methods are examples in which faculty may consider adopting in their many interactions,follow-up,feedback,tutorials,facilitation,partnerships,and counseling sessions with residents.These two techniques offer options to maintain psychological safety,which can facilitate learners sharing and opening up.It can be included in the faculty’s armamentarium of questioning techniques and applied where applicable.

PAL-BERT:An Improved Question Answering Model

In the field of natural language processing(NLP),there have been various pre-training language models in recent years,with question answering systems gaining significant attention.However,as algorithms,data,and computing power advance,the issue of increasingly larger models and a growing number of parameters has surfaced.Consequently,model training has become more costly and less efficient.To enhance the efficiency and accuracy of the training process while reducing themodel volume,this paper proposes a first-order pruningmodel PAL-BERT based on the ALBERT model according to the characteristics of question-answering(QA)system and language model.Firstly,a first-order network pruning method based on the ALBERT model is designed,and the PAL-BERT model is formed.Then,the parameter optimization strategy of the PAL-BERT model is formulated,and the Mish function was used as an activation function instead of ReLU to improve the performance.Finally,after comparison experiments with traditional deep learning models TextCNN and BiLSTM,it is confirmed that PALBERT is a pruning model compression method that can significantly reduce training time and optimize training efficiency.Compared with traditional models,PAL-BERT significantly improves the NLP task’s performance.

Adjuvant therapy for hepatocellular carcinoma:Dilemmas at the start of a new era

Approximately 50%-70%of patients with hepatocellular carcinoma experience recurrence within five years after curative hepatic resection or ablation.As a result,many patients receive adjuvant therapy after curative resection or ablation in order to prolong recurrence-free survival.The therapy recommended by national guidelines can differ,and guidelines do not specify when to initiate adjuvant therapy or how long to continue it.These and other unanswered questions around adjuvant therapies make it difficult to optimize them and determine which may be more appropriate for a given type of patient.These questions need to be addressed by clinicians and researchers.

Operational requirements analysis method based on question answering of WEKG

The weapon and equipment operational requirement analysis(WEORA) is a necessary condition to win a future war,among which the acquisition of knowledge about weapons and equipment is a great challenge. The main challenge is that the existing weapons and equipment data fails to carry out structured knowledge representation, and knowledge navigation based on natural language cannot efficiently support the WEORA. To solve above problem, this research proposes a method based on question answering(QA) of weapons and equipment knowledge graph(WEKG) to construct and navigate the knowledge related to weapons and equipment in the WEORA. This method firstly constructs the WEKG, and builds a neutral network-based QA system over the WEKG by means of semantic parsing for knowledge navigation. Finally, the method is evaluated and a chatbot on the QA system is developed for the WEORA. Our proposed method has good performance in the accuracy and efficiency of searching target knowledge, and can well assist the WEORA.

TEACHER QUESTIONING

In order to make teacher questioning more effective and tofacilitate second language learning & acquisition, teachers resortto numerous questioning strategies.

Classroom Questioning Tendencies from the Perspective of Big Data

We are now living in an era of big data.From the perspective of data analysis of classroom questioning,the paper chooses three districts in City B that have significant differences.These are educationally developed District D,less developed District F,and developing District M.The study uses the stratified sampling method to choose from three different groups of teachers,namely novice teachers,competent teachers,and experienced teachers,by way of video case analysis,the Item Response Theory(IRT)model method,and the inductive and deductive method,to analyze the characteristics of teachers’classroom questions.It was found that:(1)In terms of open questioning,all three districts with their different levels in educational development need to improve open questioning levels among their experienced primary school teachers.In middle schools,novice teachers’open questioning tendency is significantly lower than that of qualified and experienced teachers;(2)From the quantitative study of three kinds of tendencies,the lowest level of the three tendencies in the classroom questions is problem-solving;(3)In the three districts,the experienced and qualified primary school teachers in the developing district has a prominent advantage in raising critical and creative questions,while in the middle schools,novice teachers generally have a lower level than qualified and experienced teachers in raising critical and creative questions.The results of the big data analysis enable us to draw a conclusion about teachers’value orientation regarding questioning in class.At present,they pay attention to the local value of classroom questioning,but ignore the overall value;pay attention to the instrumental value of classroom questioning,but ignore the objective value;and pay attention to the superficial value of classroom questions,but ignore the underlying value.

Effects of QD2R Numeracy Enhancement Strategy on the Mathematics Performance of Grade 10 Students

Learning mathematics requires an effective and strategic teaching approach.This study aimed to assess the mathematics performance of the learners with the implementation of the numeracy enhancement strategy QD2R(Questions,Drills,Repetition,and Recitation)and to propose a strategy implementation plan to elevate their performances.This study employed the use of a quasi-experimental research design,purposive sampling with 70 Grade 10 students of Lian National High School who were distributed equally to control and treatment groups.The pre-test and post-test results were statistically analyzed using independent and paired sample t-tests,and a survey questionnaire was examined by getting the mean and standard deviation.The results indicated that better performance was achieved by the students from the treatment group compared to the students from the control group,as revealed by the Mean Percentage Score(MPS)results,mean scores,and P values of their pre-test and post-test scores.The learners’perception of the implementation of this strategy was to a great extent,wherein it was perceived to be more helpful in concepts related to understanding the lesson compared to concepts related to developing their attitude and skills.Moreover,the proposed implementation plan of numeracy enhancement strategy QD2R had three expected outcomes:elevated understanding and performance in mathematics lessons;modified strategy to focus on the development of attitude and skills towards mathematics;and refined and well-implemented QD2R strategy in teaching mathematics.Relative to these expected outcomes,appropriate measures,timeframe,and resources of each were comprehensively formulated.