臺灣博碩士論文加值系統

一位大一英文教師課堂內提問策略之個案研究

摘要
本研究旨在探討一位大學英語教師的課堂提問策略，包括其問題的功能以及提問策略改變的因素。參與本研究的教師是一位國立大學英語教師以及大一英文課堂中的三十六位學生。觀察時間從九十五年九月至九十六年一月，共計六個月。資料蒐集方式則以教室觀察為主，教師訪談為輔。教室觀察與訪談皆轉譯成逐字稿供後續資料分析。本研究使用雙層次的編碼系統。第一個層次用於分類該教師的提問類型，而第二層次目的則在於更進一步分類該教師的展示性問題。另外，教師的訪談則是以被研究者的角度來詮釋研究者的資料分析。
首先，本研究發現該教師的在課堂中最常使用展示性問題與擴展性問題。該教師的展示性問題有四種功能，確認學生理解、架構學生理解、擴展學生教室發言、強調語言形式 (Focus on form)。而她的擴展性問題亦有兩種功能，連結課本內容與學生先備經驗、開啟與學生的私下言談。再者，研究結果顯示該教師提問策略隨著時間而改變，而其策略改變乃歸因於四個因素，聽力活動與課堂作業後續的提問時間縮短、改變檢查學生答案的方法、學生語言能力改變、師生關係增進。最後，本研究進一步檢視該教師的展示性問題，並發現該類型問題不僅可以引發訊息，還可以強調語言形式。前者歸類為訊息相關展示性問題，而後者為語言形式相關展示性問題。經由進一步的編碼分類，語言形式展示性問題包含四種次分類，以發音為標的、以拼字為標的、以文法為標的、以字彙為標的。
研究者認為教師的展示性問題與擴展展性問題在語言教室中皆佔有重要的角色。教師提問不僅可以促使學生練習與使用目標語，還可以強調語言形式。而教師的提問策略也必須隨著學生的語言能力調整。本研究建議未來可進一步探討教師提問策略改變與學生回應語句長度的關係，以及在小班教學中教師提問策略是否有所不同。

A Case Study on an EFL College Teacher’s Questioning Strategy in Taiwan

Abstract
The purpose of this study is to examine a college English teacher’s question types and whether the teacher’s questioning strategy changes over time. One English teacher and a Freshman English Class were invited to participate in this study. The class has been observed and video-taped from September 2005 to January 2006. The data sources are the recorded lesson transcripts and the interview with the teacher.
The first finding is that the most commonly asked questions types are display questions and referential questions, followed by confirmation checks, comprehension checks, clarification checks and rhetorical questions. From my analyses and the interview with the teacher, four functions of the teacher’s display questions were identified, to ensure students’ comprehension, to scaffold students’ comprehension, to expand classroom talk and to draw students’ attention to form. The teacher’s referential questions also have two functions, to connect the textbook with students’ personal experiences and to stimulate private talk.
Second, the teacher’s questioning strategy did change over time and that four factors contributed the teacher’s change in her question strategy, including the decrease of Q-and-A sessions after listening activities and in-class assignments, the change in the teacher’s answer-checking technique, the maturity of students’ language competence, and a closer teacher-student relationship.
Third, the teacher’s display questions could be sub-categorized into two sub-types: information-related and form-related. The former is for known information exchanges whereas the latter, which can be targeted to pronunciation, spelling, grammar and vocabulary, is to focus on form.

TABLE OF CONTENTS
CHINESE ABSTRACT …………………………………………………….. i
ENGLISH ABSTRACT ……………………………………………………. ii
ACKNOWLEDGEMENTS ………………………………………………… iii
TABLE OF CONTENTS …………………………………………………… iv
LIST OF TABLES ………………………………………………………….. vii

CHAPTER 1: INTRODUCTION ………………………………………… 1
The Purpose of the Study ……………………………………………… 4
The Significance of the Study …………………………………………. 5
Key Terms ……………………………………………………………… 5
CHAPTER 2: LITERATURE REVIEW ………………………………… 7
The Significance of Questions in Language Classrooms ……………… 7
Teachers’ Questions in Language Pedagogy....................... 8
The Forms of Questions ………………………………….......... 9
The Functions of Questions ……………………………......... 11
The Characteristics of Teachers’ Questions in
Language Classrooms ………………………………………........ 13
Display Questions and Referential Questions in
Language Classrooms ………………………………………........ 15
Studies on Teachers’ Questions in the ESL Context ………………… 16
Studies on Teachers’ Questions in Taiwan ……………………………… 17
Summary ………………………………………………………………............. 20
CHAPTER 3: METHODOLOGY …………………………………………............ 22
The Rationale …………………………………………………………… 22
The Participants ………………………………………………………… 23
The Freshman English Class and the Students ……………… 23
The Teacher ………………………………..……………………….... 24
Data Collection …………………………………………………………......... 24
Observing the Classroom with a Video Camera …………… 24
Interviewing the Teacher ………………………………………… 25
Data Management and Selection ………………………………… 26
Data Analysis …………………………………………………………........ 28
The First Level: The Functions of theTeacher’s Questions
........................................................29
The Second Level: The Foci of Display Questions
........................................................30
Trustworthiness ……………………………………………………….......... 30
CHAPTER 4: RESULTS AND DISCUSSION………………………….. . 33
The Teacher’s Question Types ………………………………….......... 33
The Functions of the Teacher’s Display Questions ..... 39
Function 1: To Ensure Students’ Comprehension …40
Function 2: To Scaffold Students’ Comprehension..41
Function 3: To Expand Students’ Classroom Talk … 42
Function 4: To Draw Students’ Attention to Form .. 44
The Functions of the Teacher’s Referential Questions …… 45
Function 1: To Connect the Textbook with Students’
Personal Experiences …………………………. 45
Function 2: To Stimulate Private Talk …………… 48
The Developmental Changes in the Teacher’s Questioning Strategy 51
Factor 1: The Decrease of Q-and-A Sessions after
Listening Activities and In-ClassAssignments … 53
Factor 2: The Change in the Teacher’s
Answer-Checking Technique …………………………… 54
Factor 3: The Maturity of Students’
Language Competence ........................... 56
Factor 4: A Closer Teacher-Student Relationship ..57
The Foci of the Teacher’s Display Questions ………………………… 59
Information-Related Display Questions ………………………… 60
Form-Related Display Questions …………………………………. 61
Pronunciation-Targeted Display Questions …………61
Spelling-Targeted Display Questions …………………62
Grammar-Targeted Display Questions ………………… 63
Vocabulary-Targeted Display Questions …………… 65
Summary …………………………………………………………………........... 68
CHAPTER 5: CONCLUSIONS AND IMPLICATIONS ………………….......... 70
Summary of the Study …………………………………………...... 70
Implications for English Education …………………………… 73
Limitations and Reflections ……………………………………… 74
Suggestions for Further Studies ………………………………… 76
REFERENCES ………………………………………………………………. 77
APPENDICES ……………………………………………………………….. 82
APPENDIX 1: Interview Questions …………………………………………... 83
APPENDIX 2: Transcription Conventions ……………………………………. 84
APPENDIX 3: Sample Recorded Lesson Transcript ……………………… 85
APPENDIX 4: Sample Interview Transcript …………………………………. 90





LIST OF TABLES

Table 3.1: Data Collection Schedule ……………………………………… 27
Table 4.1: The Teacher’s Question Types ……………………………… 33
Table 4.2: The Comparison of Display Questions and Referential Questions in Each Week ………………………………………………………….. 52
Table 4.3: Time Allocation of IA and LA that were Followed by Q-and-A Sessions ………………………………………......................... 53
Table 4.4: The Foci of the Teacher’s Display Questions ……………60

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