The aim of this study is to reveal and classify kinds and levels of questions raised by EFL （English as a foreign language） teachers and students in the 10th-grade classes in Irbid Second Directorate of Education. T...The aim of this study is to reveal and classify kinds and levels of questions raised by EFL （English as a foreign language） teachers and students in the 10th-grade classes in Irbid Second Directorate of Education. The sample consisted of 20 teachers： 10 males and 10 females who taught 10th-grade classes, and 20 10th-grade classes： 10 male classes and 10 female classes where the interaction was held. Analysis of the kinds and levels of classroom questions raised by both teachers and students was done. An X2-test was used in analyzing the data of this study to see whether there was a significant difference in the kinds and levels of classroom questions between male and female students. The finding of the study showed that male and female teachers raised three kinds of questions： wh-, yes/no, and multiple choice, there were no differences between male and female teachers in the kinds of questions raised. This study recommended that EFL teachers should vary their teaching procedures and use other different types and levels of questions, other than the types and levels mentioned above.展开更多
To find out in what ways the teacher’s behavior in interactions could motivate students effectively,a two-day observation concerning the relationship between the teacher’s behavior in teacher-students interactions a...To find out in what ways the teacher’s behavior in interactions could motivate students effectively,a two-day observation concerning the relationship between the teacher’s behavior in teacher-students interactions and students’motivations in the classroom was carried out in a primary school in Scotland.The author illustrated the basic content of classrooms observed and the methods of collecting and analyzing the data.Then,it focused on the discussion of the data and related literacy.Finally,it drew the conclusion that the positive feedback,explanations for the reason of doing the task and enthusiastic actions could effectively motivate students to learn.展开更多
Classroom questioning is one of the most important parts of teaching activities, and also the most frequently used method to carry on classroom interactions between teachers and students. English teaching process is t...Classroom questioning is one of the most important parts of teaching activities, and also the most frequently used method to carry on classroom interactions between teachers and students. English teaching process is the process of"asking"and"answering"between teachers and students. Teachers should not only pay attention to the artistry of questioning, but also attach great importance to the strategy of asking questions. Appropriate teachers' questions are conducive to cultivate students' divergent thinking, and encourage students to better master knowledge by thinking and discussing, thus contributing to classroom interactions move towards a climax.展开更多
文摘The aim of this study is to reveal and classify kinds and levels of questions raised by EFL （English as a foreign language） teachers and students in the 10th-grade classes in Irbid Second Directorate of Education. The sample consisted of 20 teachers： 10 males and 10 females who taught 10th-grade classes, and 20 10th-grade classes： 10 male classes and 10 female classes where the interaction was held. Analysis of the kinds and levels of classroom questions raised by both teachers and students was done. An X2-test was used in analyzing the data of this study to see whether there was a significant difference in the kinds and levels of classroom questions between male and female students. The finding of the study showed that male and female teachers raised three kinds of questions： wh-, yes/no, and multiple choice, there were no differences between male and female teachers in the kinds of questions raised. This study recommended that EFL teachers should vary their teaching procedures and use other different types and levels of questions, other than the types and levels mentioned above.
文摘To find out in what ways the teacher’s behavior in interactions could motivate students effectively,a two-day observation concerning the relationship between the teacher’s behavior in teacher-students interactions and students’motivations in the classroom was carried out in a primary school in Scotland.The author illustrated the basic content of classrooms observed and the methods of collecting and analyzing the data.Then,it focused on the discussion of the data and related literacy.Finally,it drew the conclusion that the positive feedback,explanations for the reason of doing the task and enthusiastic actions could effectively motivate students to learn.
文摘Classroom questioning is one of the most important parts of teaching activities, and also the most frequently used method to carry on classroom interactions between teachers and students. English teaching process is the process of"asking"and"answering"between teachers and students. Teachers should not only pay attention to the artistry of questioning, but also attach great importance to the strategy of asking questions. Appropriate teachers' questions are conducive to cultivate students' divergent thinking, and encourage students to better master knowledge by thinking and discussing, thus contributing to classroom interactions move towards a climax.
