|
Ask questions in class can inspire students' thoughts, feelings and ideas, since ancient times, is considered to be the most influential teaching behavior. Interactive teaching and learning in the classroom can not find any more questions teaching methods. , Ask questions in class played an increasingly important role in a student-centered teaching mode. Ellis (1994, 1997) the teacher questions the role of second language acquisition, he believes that the teacher questions will control the entire classroom discourse. At home and abroad on classroom questioning many studies, mainly related to the type of questions, the role of means, skills, and so on. These studies focused on primary, secondary and university, and the study of higher vocational institutions. However, with the development of China's vocational education has become a new form of education. In English teaching process, there are a number of problems: vocational qualifications of English teachers compared with other college English teachers is much lower; vocational school students basic English is poor; students lack the necessary learning English the interest and confidence, many students and even want to give up learning English to use English, even if they know after graduation. Vocational education is unique and urgency. Therefore, in order to improve the research in this area, to Krashen's Input Hypothesis, Long's Interaction Hypothesis and Swain's Output Hypothesis theory based on empirical research methods to reflect the problems in the classroom questioning, analysis of the impact on students to answer questions the factors that make some suggestions to promote vocational English teaching. First, the researchers conducted a classroom observation and classroom recording, aimed at discovering the current situation and existing problems of higher vocational college English classroom teachers asked: display questions is much higher than the reference, some teachers even do not mention the problem of reference questions strategy less than normal, a high level of problems to be short, simple form of positive feedback, uneven distribution, so that students not interested in the teachers' questions. I also used questionnaires in several ways to explore factors that affect the students answer questions, the results show: single teachers' questioning techniques, students are not confident in learning English, anxiety, cooperation between the students enthusiasm is not high, do not actively participate in classroom interaction, teachers can not give students sufficient output power of the language. For these problems, we usually possible to ignore some of these factors, and even does not realize it. In order to optimize the classroom to ask questions, and improve the quality of vocational English classroom questioning, the author combines survey data presented some of their own unique insights and some interesting discoveries. Pointed out that the College English teachers in teaching the use of referential questions, be properly managed at the same time, effective questioning strategies and feedback forms in a timely manner, active classroom atmosphere, the use of affective strategies to improve students' self-confidence for students to create a more multi-language output. English classroom teachers asked of questions, reaction and feedback process were put forward some suggestions and hints: mention what kind of problems; how to guide students to answer; teachers make for students to answer what kind of feedback. Because of their own level, coupled with the investigation of their own limitations, only related to a school, it remains to be questions about vocational English classroom to do further research.
|