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Questions in argumentative dialogue
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In: Journal of Pragmatics ; 188 (2022). - S. 56-79. - Elsevier. - ISSN 0378-2166. - eISSN 1879-1387 (2022)
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Preservice teacher’s purposeful questioning : a descriptive case study of elementary mathematics preservice teachers.
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An analysis of the quality of investigative interviews with children in France: age of the witness does matter
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In: ISSN: 1561-4263 ; Police Practice and Research ; https://hal.archives-ouvertes.fr/hal-03400163 ; Police Practice and Research, Taylor & Francis (Routledge), 2021, 22 (2), pp.1130-1154. ⟨10.1080/15614263.2019.1658581⟩ (2021)
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Classroom Questioning Culture: Benefits, Characteristics, Opportunities and Obstacles ...
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The role of automatic memory retrieval in deception: developing a binding model of deceptive and truthful discourse
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The applied AI and natural language processing workshop : explore practical ways to transform your simple projects into powerful intelligent applications
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UB Frankfurt Linguistik
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К ПРОБЛЕМЕ РИТОРИЧЕСКОГО ВОПРОСА ... : ON THE PROBLEM OF THE RHETORICAL QUESTION ...
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一位英語為母語教師與一位英語為非母語教師在文學課中的提問比較 ; A Native English-speaking Teacher's and a Non-native English-speaking Teacher's Use of Questions in the Literature Classes
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Abstract:
本研究旨在比較一位英語為母語教師與一位英語為非母語教師之課堂提問。觀察地點為南部某大學，觀察對象為母語教師任教之大學部三年級英國文學課以及非母語教師任教之大學部二年級英國文學課。在為期一學期的觀察時間內，研究者進入課堂觀察，以錄影方式記錄兩位教師在教室內的教學過程。經資料分析後，研究結果如下：一、 二位教師使用展示性問題 （display question）的頻率皆多於引申性問題（referential question）， 他們的展示性問題和引申性問題各有不同的教學功能，展示性問題的功能有二：確認學生對教科書內容的理解、複習曾經教授過的內容。引申性問題的功能為二：將課本內容連結至學生的個人生活經驗以及鼓勵學生分享意見。二、 兩位教師偶爾會藉由中文協助學生理解他們所提問的問題，當學生不懂問題時，他們會改變提問方式。此外，在提問之後，母語教師傾向請學生互相討論後再回答，非母語教師則傾向請學生直接回答問題。三、 比較教師在文學課以及語言課的提問，結果顯示教師在文學課中的提問著重於課本內容知識，而教師在語言課中的提問著重在語言教學。除此之外，教師在文學課及語言課中都會鼓勵學生發表意見，以及將課本內容與學生個人生活經驗作結合。 綜合以上結果，本研究建議師資培訓應將教師提問納入其中，以利於教師在課堂上能根據學生不同的學習需求來進行提問。此外，本研究建議未來可將學生建議與教師提問做結合，以利於教師針對學生的需求及觀點進行提問。 ; This study aimed to compare a native English-speaking teacher’s and a non-native English-speaking teacher’s question use in the content classroom. The study took place in a university in southern Taiwan. One native English-speaking teacher and his junior English Literature class and one non-native English-speaking teacher and her sophomore English Literature class took part in this study for one semester. The data sources included video recording transcript and field notes of the lessons. The findings of this study are as follows. First, both teachers asked more display questions than referential questions in the classroom, and the display questions and referential questions served different functions in class. Display questions asked by the two teachers served to ensure students’ comprehension, and review the previous lessons. Referential questions asked by the two teachers served to connect the textbook with students’ personal experiences and encourage students to share opinions. Second, both teachers had explained the terms or meanings of the questions in Chinese, and changed the ways of asking questions when students didn’t have any ideas to answer the questions. After posing questions, the native English-speaking teacher had students to discuss with their partners; on the contrast, the non-native English-speaking teacher tended to ask students to answer the questions directly. Third, the teachers in the content classroom asked more questions to check students’ comprehension on topic-related content knowledge, while the teachers in the language classroom focused more on the language-based knowledge. In addition, both the teachers in the content classroom and in the language classroom connected the textbook with students’ personal experiences, and the teachers also encouraged students to share their opinions to promote more communication between the teachers and students. Based on the above findings, this study suggests that teacher-training courses should take concerns of teachers’ question use so that teachers can ask questions to meet students’ learning need in the classroom. Future studies can be done to explore how teachers incorporate students’ perceptions when asking questions so that teachers can ask questions to meet students’ needs and perceptions.
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Keyword:
native English-speaking teachers;non-native English-speaking teachers;teachers' questioning;display questions;referential questions; 母語教師;非母語教師;教師提問;展示性問題;引申性問題
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URL: http://140.127.82.166/handle/987654321/20818
http://140.127.82.166/bitstream/987654321/20818/1/109NPTU0238001-003.pdf
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| 12 |
A Study on Teacher Candidates’ Questioning Strategies for English Learners through an Interactive Classroom Simulation
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In: Northwest Journal of Teacher Education (2020)
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| 13 |
Master Questions, Student Questions, and Genuine Questions: A Performative Analysis of Questions in Chan Encounter Dialogues
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In: Religions ; Volume 11 ; Issue 2 (2020)
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The prosodic realization of rhetorical and information-questions in German spontaneous speech
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In: Proceedings of the 10th International Conference on Speech Prosody 2020 / Minematsu, Nobuaki; Kondo, Mariko; Arai, Takayuki et al. (Hrsg.). - Baixas, France : ISCA, 2020. - S. 342-346. - ISSN 2333-2042 (2020)
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| 15 |
Интеррогативность как свойство идиостиля автора (на материале романа Г. Свифта «Водоземье») ; Interrogativity as a Feature of Author’s Voice in Graham Swift’s “Waterland”
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Interaction in spoken academic discourse in an EMI context: the use of questions
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| 17 |
Rhetorical questions as aggressive, friendly or sarcastic/ironical questions with imposed answers
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In: ExELL (Explorations in English Language and Linguistics), Vol 8, Iss 1, Pp 68-82 (2020) (2020)
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| 18 |
Questioning in English as a Foreign Language University Classes
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| 19 |
Una investigación sobre el Aprendizaje Integrado de Contenidos y Lenguas extranjeras (AICLE) en Educación Primaria. El uso de técnicas para la formulación de preguntas eficaces
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 33, 2020, pags. 63-74 (2020)
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