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Autonomous Learning Theory in College English Classroom Questioning Strategies interaction mechanism and its

Author: ZhangMeiLing
Tutor: WangMouQing
School: Northwest University for Nationalities
Course: Curriculum and Pedagogy
Keywords: English Autonomous learning Questioning Classroom Interaction
CLC: H319
Type: Master's thesis
Year: 2009
Downloads: 607
Quote: 0
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Abstract


Autonomous learning in today's international education an important research topic, questions classroom language teaching has been the focus of attention, and enhance classroom interaction of form and content is the field of educational research topic of common concern. Many scholars of teachers ask questions in class, independent study were carried out extensive research. However, the domestic research in these areas started late, rarely learn from their own perspective on the question and classroom teachers specializing in classroom interaction. In recent years, with foreign language teaching focus from the \How classroom teachers questioning strategies and combine classroom interaction, which is the motivation this topic. This study relies on the background of college English teaching reform, based on the concept of self-learning perspective, the previous human studies as a reference to facilitate classroom interaction for the purpose of constructivist theory, humanistic theory, cognitive theory, metacognitive theory, social interaction theory, \English Teacher (corresponding to eight classes 345 students) were observed in the classroom teaching process, focusing on from the question type, waiting time, questioning strategies, discourse patterns, feedback, student questioning six aspects of the empirical analysis and scalability discussion on College English Classroom Questioning Strategies and logical relationship between classroom interaction. Author of the study design, implementation and data analysis is described in detail. The results showed that: teachers in the classroom using the display questions (76.6%) was significantly more than refer-ended questions (23.4%), while the see-ended questions help to improve language output capability and classroom interaction; teachers are given more time to wait In 0-3 seconds (64.3%), a longer waiting time (5-8 seconds, or 8 seconds or more) will help improve language output capacity and promote classroom interaction; four kinds of questioning strategies in the classroom, self-explanation (43.8% ) and repeat the strategy (36.9%) high frequency of use, but the incentives (69.2%) and induction strategies (61.5%) success rate is the highest and most effective; in IRF, IRFR, I1R1 (InRn) F and IR1F1 (RnEn) four kinds of classroom discourse mode, IRF mode is the dominant mode of classroom questioning (62.7%); in three modes teacher feedback, positive feedback (76.1%) the dominant, more effective than negative feedback; students to ask questions of the frequency, type, quality, initiative increasing, is conducive to student interaction. For the problems reflected, trying to build self-learning perspective optimize college English classroom interaction strategies, mechanisms and models. Proposed to build a liberal, open, harmonious ambience classroom interaction, innovation English classroom questioning interactive mode, the scientific process and students ask questions, and setting up viable, dynamic development of teacher-student interaction model to improve the efficient use of classroom questioning techniques in optimizing autonomous learning process embodied interaction between teachers and students to reposition the role (agents, intermediaries, lifelong learners - Asker, independent learners), behavioral interaction, emotional interaction and thinking interact together to promote optimal development of classroom interaction college English classroom teaching to enhance students' self-learning ability countermeasures. For questions classroom study is an open system that works, just ask questions from research to study classroom teacher interaction is not enough to be further improved and deepened.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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