臺灣博碩士論文加值系統

提問策略的實行與認知已被證實對於學生學習成效有直接的影響力。然而，截至目前為止，卻鮮少有研究探討教師提問技巧的領域，尤其是在以英語為外語的學習環境下。本研究旨在發掘英文教師在提問策略及候答時間的實際教學情況與自我認知兩者情況下其差異性。在此研究中，布魯姆的認知分類理論（1956年）用以區分教師提出六大層次問題的重要指標及依據。六位資深英文教師及六個班級，共計兩百二十一位高職一年級學生，皆參與本項研究。課堂觀察及問卷調查兼具的研究方式用以驗證資料搜集之正確性。結果顯示：（一）每位教師平均在每堂課中提出二十五個問題，其中統計出提問最多的問題層次分別為知識性（佔總數百分之五十五）及理解性問題（佔總數百分之二十九）；而提問最少的問題層次則是為綜合性及評鑑性問題（皆各佔總數百分之零點五）；（二）課堂觀察中發現，教師們經常為了節省候答時間而傾向自問自答，尤其是對於較高層次的問題；（三）在實際的課堂觀察中，教師們提問的問題層次與其對應給予的候答時間並無顯著的關聯性；（四）教師們普遍對於教師提問在英語教學及學習上的角色皆有極高評價；（五）教師們在提問策略運用的自我認知及其實際課堂教學情況下，兩者之間有極大的差異存在。尤其在分析、綜合及評鑑三類層次問題中，雖在自我認知上表示經常提問此三類問題，但在課堂實際教學則不然（合計僅佔提問總數百分之五）；（六）教師們普遍認為在課堂中有等量地提出此六類層次的問題，然而卻與課堂實際觀察的結果有明顯地出入；（七）教師們對於自我認知及課堂實際給予的候答時間（平均一點七秒）有極明顯的差異性，此差異性即指出教師們雖認為自己有提供學生足夠的候答時間，但實則不然。依據研究結果，提供相關教學建議及未來研究導向，以做參考。

Practices and perceptions of questioning strategies have been found as having direct impact on student learning outcomes. To date, little research has discussed teachers’ questioning techniques, in particular, in the context of EFL classroom. This study thus aimed to detect the discrepancies between real classroom practices and teachers’ self-perceptions of their use of questioning strategies and wait time. Bloom’s cognitive taxonomy (1956) served as the crucial criterion to differentiate the six hierarchical levels of teacher questioning. Six experienced EFL teachers and their six 10th-grade classes of a total of 221 students took part in the study. Classroom observations and survey questionnaires targeting these teachers’ questioning behaviors were triangulated for the data collection. The present study found: (a) on the average, about 25 questions were given in each period of class; the top two questioning types were knowledge (55%) and comprehension (29%), and the bottom ones, synthesis (0.5%) and evaluation (0.5%); (b) in the classroom observation, the teachers were often found to take the initiative to answer their own questions to save wait time, especially for higher-level questions; (c) no significant relationship was detected between the cognitive level of teacher questioning and observed wait time; (d) all teacher participants thought highly of the role of teacher questioning in teaching and learning English ; (e) there was a significant discrepancy between the actual classroom practice and teacher perceptions of questioning strategy use; analysis, synthesis and evaluation questions (accounting for 5% totally) were rarely found in the actual classroom practice, but these questions were reported to be used frequently in the questionnaire; (f) the teachers generally believed that they used the six types of questioning in an equivalent frequency, which contradicted what had been observed in their questioning behaviors; (g) there was a significant discrepancy between the wait time of actual classroom practice (M=1.70 seconds) and reported wait time in the questionnaire; EFL teachers tended to give shorter wait time in class than they believed they actually would. Pedagogical and research implications of the findings were presented.

Abstract (Chinese).................. ........i
Abstract ...................................iii
Acknowledgements........... .................v
Table of Contents.......... .................vi
Tables..................... .................ix
CHAPTER 1 .....................................1
Introduction.............................. 1
Problem Statement...................... 3
Purposes of the Study ..................4
Research Questions..................... 5
Definitions of Terms................... 6
CHAPTER 2 ....................................10
Literature Review......................... 10
Teacher Questioning.................... 10
Relationship Between Teacher Questioning and Wait
Time................................... 15
Teacher Self-perception of Questioning Types and
Wait Time.............................. 18
Summary................................ 19
CHAPTER 3 .....................................20
Methodology............................... 20
Subjects............................... 20
Instruments............................ 22
Question Analysis Sheet............. 23
Questionnaire of Questioning Strategies and Wait
Time................................ 24
Procedures............................. 27
Data Analyses.......................... 29
Qualitative Analysis................ 30
Quantitative Analysis............... 30
CHAPTER 4 .....................................32
Results................................... 32
Validity and Reliability................ 32
Interrater Reliability ..................33
Results................................. 33
Summary................................. 41
CHAPTER 5 .....................................43
Discussion and Conclusions................ 43
Discussion on the Major Findings........ 43
Teacher Questioning Behaviors in EFL
Classrooms..........................43
Relationship Between Questioning Level and Wait
Time............................... 46
Discrepancy in the Questioning Practice and
Perceived Use of Questioning....... 48
Pedagogical Implications................ 49
Suggestions for Further Research........ 51
References................................... 53
Appendix A: Question Analysis Sheet (English version). 59
Appendix B: Questionnaire (Chinese and English versions) .............................................60

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