第二语言教学中的提问论略  

A Survey on Questioning Strategies in L2 Class

作　　者：尉万传 

机构地区：[1]广东外语外贸大学外国语言学及应用语言学研究中心,中国广州510420 [2]岭南师范学院外国语言文化研究所,中国湛江524048

出　　处：《海外华文教育》2017年第1期20-26,共7页Overseas Chinese Education

基　　金：国家社科基金重大项目“汉语二语学习的认知过程与高效率教学模式研究”研究成果。项目编号:12&ZD224

摘　　要：提问既是第二语言课堂教学的一个重要环节,又是教师常用的一种互动方式,对教学效率的提高具有重要的价值。在第二语言教学的提问中,教师要注意区分展示型和查阅型两类问题,合理运用自释、探究、复问和提示等提问策略,在提问分配方面,尽可能兼顾绝大多数学习者,灵活做出多样化的反馈,并注意适度延长提问的等待时间,掌握应对"对不起,我不知道"类回答的技巧。Questioning is an indispensable part of L2 teaching as well as communication. It plays a significant role in improving teaching efficiency. In application of questioning, TSL teachers should be well aware of the distinction of display questions and referential ones, make good use of self-explaining, probing, redirecting and prompting, and distribute questions in proper proportion among all the students. Meanwhile, the teachers should keep their feedbacks versatile and lengthen the wait time a bit. In dealing with the quotidian answer ＂Sorry,I don＇t know＂, they also need adopt some strategies and countermeasures.

关 键 词：第二语言教学 提问 分配 反馈 策略 

分 类 号：H195.3[语言文字—汉语]