文摘
英文文摘
论文说明:List of Tables and Figures
声明
Introduction
Chapter 1 Literature Review
1.1 Theoretical Foundation
1.1.1 Interaction Hypothesis
1.1.2 Input and Output Hypothesis
1.1.3 Social cultural Theory
1.1.4 Implications of the Theories
1.2 Current Researches on Teacher's Questioning in English Classroom
1.2.1 Current Researches at Home
1.2.2 Current Researches Abroad
1.2.3 Comments on the Previous Researches
1.3 IRF Questioning Model
1.3.1 Definition
1.3.2 Features
1.4 Difference between IRF Model and IRE Model
Summary
Chapter 2 Importance of Teacher's Question in Primary English Classroom
2.1 Features of Primary Students in English Learning
2.2 Needs of Primary English Classroom Interaction
2.3 Functions of the Questioning Model in Language Learning
2.4 The Need for This Study
Summary
Chapter 3 The Empirical Study
3.1 Design of the Study
3.1.1 Research Questions and Hypothesis
3.1.2 Participants and Research Method
3.1.3 Instruments
3.1.4 Data-collection
3.1.5 Data Analysis
3.2 The Results and Analysis of the Classroom Observation
3.2.1 The Results Concerning the First Research Question
3.2.2 The Results Concerning the Second Research Question
3.2.3 The Results Concerning the Third Research Question
3.2.4 The Results Concerning the Fourth Research Question
3.3 The Results of Questionnaire
3.3.1 Significance of the Teacher's Questioning
3.3.2 Functions of Teacher's Questioning
3.3.3 Content of Teacher's Questions
3.3.4 Student's Perception of Teacher's Question
3.3.5 Students' Suggestions
Summary
Chapter 4 Major Findings and Implications
4.1 Major Findings
4.1.1 Effects of Adopting the Comprehensible Input
4.1.2 Effects of Adopting the Referential Questions
4.1.3 Effects of Adopting the Continuous Following-Up Questions
4.1.4 Effects of Extending the Meaningful Classroom Discourse
4.2 Implications
4.2.1 Implication for Further Researches
4.2.2 Implication for English Teachers
4.2.3 Implication for Primary Students
Summary
Conclusion
Bibliography
Appendix
Acknowledgements