大学英语课堂提问话语的促学效应——基于互动协同视角  

Positive effects of questioning in the college English classroom: An interactive alignment based approach

作　　者：刘青松 廖开洪[2] LIU Qing-song;LIAO Kai-hong(Jinan University)

机构地区：[1]广东肇庆学院 [2]暨南大学

出　　处：《外国语言文学》2019年第2期198-210,共13页Foreign Language and Literature Studies

基　　金：国家社会科学基金项目“米克·巴尔叙事诗学研究”(14CWW002);广东省哲学社会科学规划项目“基于合作学习模式的中国英语学习者语用能力发展实证研究”(GD13XWW08);外语教学与研究出版社大学外语教学科研项目横向课题“音体美专业大学英语课堂互动协同模式促学效果研究”(2018080103)~~

摘　　要：大学英语教学中,教师提问主要分为展示性与参考性两类。本项研究分别对中外两位英语教师课堂提问与学生应答话语进行录音、转写并梳理分类,就两类提问互动与促学效应之关联展开实证考察。结果显示,两类提问各有所长,均有助于学生扩大语言输出,培养其思辨能力。交际意愿影响课堂互动模式的形成、运作,协同机制促使学习者与教师产生良性互动、内化正确的表达方式,从而推动语言发展。Questions posed by teachers in the English classroom can be generally categorized into display and reference questions.Teachers’ questionings and the students’ responses have been recorded,transcribed and sorted.Also,the correlation between two types of questions and the beneficial effects have been examined.Findings demonstrate that both types of questionings have their own merits,contributing much to the learners’ output.The alignment mechanism results in effective interaction,thus the improvement of learners’,linguistic proficiency.Moreover,classroom interaction patterns may,to some extent,be shaped by interlocutors’ willingness to communicate.

关 键 词：提问 互动模式 协同机制 促学效应 

分 类 号：H0[语言文字—语言学]