探讨结果表明，第一，教师的课堂提问的策略，有效地引起了两组学生的英语回答，而是将学生的水平，显示回答的问题不是一个显着的区别。二，两组学生显示的问题回答时间也比较短，使用相对简单的回答，以供参考时间长，比较复杂的句子。
1 Introduction引言
探讨表明，课堂互动，尤其是提问和回答，扮演着一个重要组成部分，英语毕业论文，在提高学生的英语水平Researches have shown that classroom interaction, especially questioning andanswering, plays an important part in improving students’ English proficiency(Littlewood, 1987:79). “Classroom interaction—the oral interaction that occurs betweenthe teacher and students and among students—has a great bearing not only on students’comprehensible input but also on their effective output of the language, especiallythrough the language students’ negotiation of meaning” (Ellis, 1985:102). Classroominteraction is also meant to promote greater malleability in students’ inter-languagesystem and a greater willingness to explore their language and try out their hypotheses.Through classroom interaction, language students have more opportunities to practicetheir English and have greater motivations and more positive attitudes toward classroomteaching and learning. In recent years, English language teachers in China have begunto realize the importance of classroom interaction in college English classes (WangDuqin, 2017).
1.1 The Background of Present Study探讨背景
As an important technique of language teaching, questions and answers form ahigh percentage of classroom activities, and therefore has been a hot issue in the field offoreign language teaching research.There are several detailed reasons why questions are so commonly used in teachingand learning. Richard & Lockhart( 2017:185) regards that questioning not only canmaintain students’ interest ,encourage students to think and focus on the content of thelesson but also enable a teacher to clarify what a student has said, to elicit a particularstructure or vocabulary items, to check students’ understanding and to encouragestudents’ participation in a lesson.Since teacher questioning plays an important role in the comprehensible input andinfluences students’ output production, studies of teacher questioning will contribute toEnglish teacher education. But as Richards indicates (1987), although a number ofquestioning techniques have been identified in content classrooms, there is no assurancethat the same techniques used by foreign language teachers will also result in effectiveteaching. As an important part of classroom interaction, teacher questioning is also anarea they are complaining about. Studies of teacher questioning will to some extentmeet teachers’ demands and improve their teaching efficiency.1.2 The Objectives of Present StudyThe present study aims to investigate the influence of teacher questioning onstudents’ answer in EFL classroom. To be exact, the present study is designed to answerthe following questions:1）What are the influences of the four questioning strategies on students’ answer inthe observed EFL classroom?2）What are the influences of different question types on students’ answer in theobserved EFL classroom?3）What are the influences of different periods of wait time on students’ answer inthe observed EFL classroom?The three questions are concerned with different dimensions of teacher questioning,which are questioning strategy, question type and wait time. Their influences onstudents’ answer are at different levels. The questioning strategy functions are at thepsychological level, which has more ef，英语论文 |
