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英文文摘
Acknowledgements
1. INTRODUCTION
1.1 RESEARCH BACKGROUND
1.2 PURPOSE AND SIGNIFICANCE OF THE PRESENT STUDY
1.3 LAYOUT OF THE THESIS
2. LITERATURE REVIEW
2.1 RESEARCH AT HOME AND ABROAD
2.2 THEORETICAL BASIS
2.2.1 Constructivism Theory
2.2.2 Interaction Hypothesis
2.3 EFFECTIVE QUESTIONING
2.3.1 Definition of Effective Questioning
2.3.2 Strategies of Effective Questioning
3. METHODOLOGY
3.1 RESEARCH QUESTIONS
3.2 SUBJECTS
3.3 INSTRUMENTS
3.3.1 Classroom Observation
3.3.2 Audio Recording
3.3.3 Interview
3.4 DATA COLLECTION
4. RESULTS AND DISCUSSION
4.1 OPPORTUNITIES CREATED BY TEACHER QUESTIONS FOR STUDENTS'TARGET LANGUAGE OUTPUT
4.1.1 Allocation of Different Kinds of Teacher Questions
4.1.2 Attitudes towards Types of Questions
4.2 INVOLVEMENT OF STUDENTS IN THE PARTICIPATION OF CLASSROOM INTERACTION
4.2.1 Teacher Questions as Interactional Modifications to Get the Negotiation of Meaning
4.2.2 Careful Implementation of Equitable Distribution when Questioning
4.2.3 Sufficient Wait-time Provided for Students
4.3 THE STIMULATION OF CRITICAL THINKING THROUGH QUESTIONING
5.CONCLUSION
5.1 SUMMARY OF THE RESEARCH
5.2 IMPLICATIONS OF THE STUDY
5.2.1 Balance and Properly Sequence the two Types of Questions to Increase Chances of Practicing the Target Language
5.2.2 Diversify Question Forms to Promote Classroom Interaction
5.2.3 Employ Probing to Encourage Critical Thinking
5.2.4 Equip Teachers with Questioning Strategies in Teacher Development
5.3 LIMITATIONS OF THE STUDY
REFERENCES
APPENDICES
APPENDIX A
APPENDIX B
APPENDIX C
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