声明
Chapter One Introduction
1.1 Research Background
1.2 The Purpose and Significance of the Study
1.3 Thesis Structure
Chapter Two Literature Review
2.1 Previous Research at Home andAbroad
2.2 Relevance Between Classroom Questioning and Speech Act Theory
2.2.1 Definition of Classroom Questioning
2.2.2 Functions of Questioning
2.2.3 Questioning Strategy
2.3 Classifications of Questions
2.3.1 Forms of Questions
2.3.2 Cognitive Degree of Questions
2.4 Speech Act Theory
2.4.1 Three Levels of Speech Acts
2.4.2 Classification of Illocutionary Acts
2.4.3 Classroom Questioning as Indirect Speech Acts
2.5 Discourse Analysis
2.5.1 Discourse Analysis as a Research Method
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Design
3.2.1 Research Subjects
3.2.2 Research Instrument
3.2.3 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 The Pragmatic Functions of Classroom Questioning
4.1.1 The Number of Illocutionary Points of Classroom Questioning
4.1.2 Instructive Function
4.1.3 Directive Function
4.1.4 Interactive Function
4.1.5 Expressive Function
4.1.6 Inquiry Function
4.1.7 Feedback Function
4.2 Characteristics of Classroom Questioning
4.2.1 Overall Characteristics—Classified as the Forms of Questions
4.2.2 Specific Characteristic—Classified as Bloom’s Taxonomy Objective
4.3 Strategies Used in Classroom Questioning
4.3.1 On Realizing Instructive Function of Classroom Questioning
4.3.2 Realizing Directive Function of Classroom Questioning
4.3.3 Realizing Interactive Function of Classroom Questioning
Chapter Five Conclusion
5.1 Major Findings of the Study
5.2 Implications of the Study
5.3 Limitations of the Study
参考文献
Appendix 1 Transcription Conventions
Appendix 2 A Sample of Video Transcription
致谢
上海师范大学;
