臺灣博碩士論文加值系統

本研究呈現臺灣國小英語課室言談分析的研究成果，旨在探討英語為母語、非母語，以及新手、資深之英語教師的教學提問和教師口語反饋的使用功能。研究參與者為兩位英語為母語之英語教師、兩位臺灣本地之英語教師，其中皆包含一位資深及一位新手教師。所有英語教師的課堂提問都會藉由Long and Sato (1983)的分類表，包括回應性提問（理解檢測、要求說明或澄清事實、確定理解正確與否），與認識性提問（資訊提問、教學提問、反問性問題、表達性問題）進行分析。而所有教師的言語回饋則是使用Cullen(2002)的分類表進行分析，包括反饋的型式（話語性反饋與評價性反饋）與教師的反饋策略（改述、擴展、評價、重複學生的回答、讚美等）。語料是於臺灣公立小學內蒐得，包含總共20堂課，以錄影、錄音方式錄製；每位英語教師錄5堂課的時間，教學對象皆為小學高年級的學生。所有參與研究的教師所錄製課堂皆聚焦於相似的教學內容（如：故事、詞彙、句型、字母拼讀等）及主題（如：天氣等），同時也善用遊戲。
研究結果顯示，四位教師的認識性提問數量皆多於回應性提問，認識性提問中的子分類—教學提問占最多(46.25%)，顯示評量學生是否理解教學內容，以及讓學生專注於上課，依然還是所有國小英語教師的主要關注。資深教師使用較多的回應性提問（與新手英語教師相比）；非母語之英語教師使用較多認識性提問（與英語為母語之教師相比）。在回饋的使用方面，教師使用評價性反饋數量多於話語性反饋，顯示評價性反饋在語言教學中的重要性。在回饋策略的使用，四位教師讚美的反饋策略數量明顯偏高，以營造出正向的班級情境。此外，重複學習者的貢獻（教師反饋策略）在資深教師的課堂中次數是比新手教師的次數多，此結果符合課室言談研究的研究文獻所列出教師重複學習者貢獻的益處。最後，英語為母語之教師傾向於使用較多的話語性反饋（與非母語之英語教師相比）。話語性反饋，含有常見於語言教室外日常生活中的目標語料，讓語言學習者可以從話語性反饋裡學習到更多目標語言的用法。
為本文討論英語為母語、非母語，以及新手及經驗豐富的英語教師，分別在用國小英語授課中的教學提問與回饋類型之異同，同時提供具體之英語教學建議與應用。

This thesis reports the findings of a study investigating classroom discourse in elementary EFL classes in Taiwan. This study compares the use and function of two aspects of in-class discourse, teacher questioning and feedback, by native, non-native, novice, and experienced teachers. Two native-speaking (NS) and two non-native speaking (NNS) English teachers were recruited as participants, with each group containing one experienced and one novice teacher. The data collected for analysis consisted of digital- and video-recordings of 20 5th and 6th grade classes taught by the participating teachers, with each teacher being observed for 5 classes. To decrease variability of results based on teaching material, all participants were asked to focus on similar content (e.g. stories, vocabulary, sentence patterns, phonics) and topics (e.g. weather) and to make use of games. Teachers’ questions were analyzed based on the taxonomy of Long and Sato (1983), comparing echo questions (comprehension checks, clarification requests, confirmation checks) and epistemic questions (referential questions, display questions, rhetorical questions, and expressive questions). Teachers’ feedback was analyzed based on the taxonomy of Cullen (2002), including feedback types (evaluative and discoursal) and teacher strategies (reformulation, elaboration, comment, repetition of learner’s contribution, and praise).
This study finds that epistemic questions are more frequently employed than echo questions across all groups. Within epistemic questions, display questions were dominant (46.25%), which suggests that evaluating whether or not learners understand the content of what the teacher has taught as well as involving learners in a lesson are the main concerns for elementary EFL teachers. Comparing questioning between experienced levels, experienced teachers used substantially more echo questions, and NNS EFL teachers used more epistemic questions than NS EFL teachers. Three out of four teachers in this study produced more evaluative feedback than discoursal feedback, suggesting that evaluative feedback is prominent in language teaching classrooms. In particular, praise as feedback strategy is high in number found among four teachers. The high frequency use of praises in this study may be due to the fact that all the teachers tried to develop positive classroom environments. In addition, the number of experienced teacher’s repetition of learner’s contribution (teacher feedback strategy) is higher than that of novice teacher’s feedback. These findings, combined with previous research on classroom discourse, show the importance of repeating learner’s contribution. NS EFL teachers tended to use more discoursal feedback than NNS EFL teachers did. Since discoursal feedback can provide target language input that is common in discourse outside the classroom, language learners can acquire a variety of language expressions through EFL teacher’s discoursal feedback. Finally, this thesis discusses the pedagogical implications of the study for classroom practice, especially in the field of teaching English through English practices by native, non-native, novice, and experienced teachers.

CHINESE ABSTRACT i
ENGLISH ABSTRACT iii
ACKNOWLEDGEMENT v
Table of Contents vi
List of Tables viii
List of Figures ix
Chapter 1 Introduction 1
1.1 Background and Motivation 1
1.2 Purpose of the Study 4
1.3 Research Questions 4
Chapter 2 Literature Review 6
2.1 Input Hypotheses 6
2.2 Classroom Discourse 8
2.3 Questioning in the Classroom 10
2.3.1 The Forms of Questions 10
2.3.2 The Functions of Questions 11
2.3.3 Studies on EFL Teachers' Questions 14
2.4 Teachers’ Feedback 16
2.4.1 Positive Feedback and Negative Feedback (Corrective Feedback) 17
2.4.2 Evaluative Feedback and Discoursal Feedback 18
2.4.3 Studies on EFL Teachers’ Feedback 19
Chapter 3 Methodology 21
3.1 Participants 21
3.2 Procedure 23
3.3 Data 23
3.4 Analytical Framework 24
3.4.1 Analytical Framework for Teacher’s Questioning 24
3.4.2 Analytical Framework for Teacher’s Feedback 25
3.5 Data Analysis 28
Chapter 4 Results and Discussion 30
4.1 Questioning Strategies 30
4.1.1 Frequency of Questioning 30
4.1.2 NS EFL Teacher versus NNS EFL Teachers 35
4.1.3 Novice EFL Teachers versus Experienced EFL Teachers 38
4.2 Feedback Types and Strategies 42
4.2.1 Frequency of Feedback Types and Strategies 42
4.2.2 NS versus NNS EFL Teachers 46
4.2.3 Novice versus Experienced EFL Teachers 50
Chapter 5 Conclusion 55
5.1 Summary of Major Findings 55
5.2 Pedagogical Implications 56
5.3 Limitations of the Study and Suggestions for Future Research 57
References 59

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