建构主义视域下大学商务英语学生课堂提问与教学效果相关性的实证研究

摘要

作者在本文中从建构主义的视角出发，基于交际理论和互动理论，经过四个半月在大连工业大学的教学实践，旨在改变课堂语言习得行为，构建学生主动提问的新机制，改变以往语言课堂的沉默气氛，以此来提高课堂的教学质量，发挥学生的主观能动性，使学生们从理性上认识到学习质量的高低，责任在于教学双方。本文采用了课堂观察、访谈与问卷调查三种方式来收集数据，受试者均来自于大连工业大学2010级商务英语课堂。本文作者通过对数据全面分析与对比并发现，学生在课堂中缺乏主动提问的自主性和积极性，教师通常是课堂的主导，也是问题的主要提问者和设计者，而学生往往是被动提问和被动回答，而很少主动思考并积极主动地提出问题。本研究中教师主动指导学生提问，促使学习者的课堂提问行为发生变化，提高学生课堂提问的频率，提问的种类以及提问数量和质量。学习者的英语课堂提问行为会在很大程度上影响学习主体的角色转换、兴趣特点、以及技巧能力，从而达到提高课堂教学效果的目的。本文最后得出结论，学生课堂提问的频率、技巧和质量都会影响英语课堂的教学效果，这是培养学生综合素质的关键环节，也是教师课堂教学效果评估的重要手段之一。

目录

声明

摘要

Abstract

Contents

1 Introduction

1．1 Background

1．2 Significance of the Research

1．3 Layout

2 Literature Review

2．1 Theoretical Foundation

2．1．1 Constructivism

2．1．2 Communication Theory

2．1．3 Interaction Theory

2．2 Research Background

2．2．1 Research Background Abroad

2．2．2 Research Background at Home

2．2．3 Existing Problems

3 Methodology

3．1 Research Questions

3．2 Subjects

3．3 Research Methods and Instruments

3．3．1 Class Observation and Recording

3．3．2 Interview

3．3．3 Questionnaire Survey

3．3．4 Data Collection

4 Analysis and Discussion

4．1 Present Situation of Learners’ Questioning and Reasons

4．1．1 Present Situation of Learners’ Questioning

4．1．2 Reasons of the Formation of the Present Situation

4．2 Application of Questioning in Business Classroom

4．2．1 Types of Questions

4．2．2 Question-Preparation

4．2．3 Design and Control of the Questions

4．2．4 Feedback

4．3 Relational Studies between Learners’ Questioning and Teaching Consequence

4．3．1 Learners’ Questioning and their Roles

4．3．2 Learners’ Questioning and Learner Characteristics

4．3．3 Learners Questioning and Skills and Aptitude

4．4 Manipulations and Modifications of Learners’ Questioning in Business Class

4．4．1 Control and Initiative of Classroom Management

4．4．2 Modifications of Classroom Managing in Business Class

5 Conclusion

5．1 Major Findings

5．2 Limitations of the Study

5．3 Implications

References

Appendix A Questionnaire A for Learners

Appendix B Questionnaire B for Learners

Appendix C Interview Questions for Language Teachers

Acknowledgements