Open Journal Systems

On the Study of Teacher’s Question Types and Students’ Answers in Primary School English Teaching

Yang Ning(School of Foreign Languages, Shandong University of Technology)

Abstract

Teachers’ questions have been regarded as an important component in foreign language teaching context. The present paper aims to present a brief investigation into teachers’ question types and students’ answers in primary school English teaching, and tries to draw some implications for primary school English teachers. The video was transcribed and analyzed by the researcher. According to what is surveyed in the study, some questioning strategies were put forward for primary English teaching in the future.

Keywords

Question types; Students’ answers; Strategy

Full Text:

PDF

References

Barnes, D. (1969). Language in the secondary classroom. In Barnes, D. (ed.), Language, the Learner and the School. Harmondsworth: Penguin.

Brock, C. (1986). The effect of referential questions on EFL classroom discourse. TESOL Quarterly, 20:47-59.

Hakansson, G., & I. Lindberg. (1988). ‘What’s the question? Investigating second language classrooms’ in Kasper (ed.).

Hall, J. K., & Verplaetse, L. S., (2000). Second and foreign language learning through classroom interaction. Lawrence Erlbraum Associates.

Hu Qing-qiu, Ed Nicholson, Chen Wei. (2004). Analysis on the questioning model among college English teachers. Foreign Language World (6):22-27.

Huang Ying-ying. (2009). English teachers’ discourse analysis in China: A ten-year review of the literature. Journal of Sichuan International Studies University.

Koshik, I. (1998). Reinvestigating the categories of display and referential questions in second language pedagogical discourse. PH.D. Qualifying paper in applied linguistics, UCLA.

Littlewood, W. (1987). Communicative language teaching. Cambridge: Cambridge University Press.

Long, M. H., & Sato, C. J. (1983). Classroom foreign talk discourse: Forms and functions of teachers’ questions. In Seliger, H. W., & Long, M. H. (eds.). Classroom oriented research in second language acquisition. Rowley, MA: Newbury House: 268-285.

McCormick, D. E., & Donato Richard. (2000). Teacher questions as scaffolded assistance in an ESL classroom. In Hall J. K. & Verplaetse L. S.(Eds.). Second and foreign language through classroom interaction. Lawrence Erlbaum Associates, Inc.,

Ministry of Education. (2001). Reform of Elementary Education Curriculums.

Nunan, D. (1987). Communicative language teaching: Making it work. ELT Journal, 41/2.

Pica, T., & Long, M. H. (1986). The linguistic and conversational performance of experienced and inexperienced teachers. In R. R. Day (ed.). Talking to learn: conversation in second language acquisition. Rowley, Mass.: Newbury House.

Richard D. Kellough, (2003). A resource guide for teaching: K-12. 4th ed. Upper Saddke River, New Jersey Columbus, Ohio.

Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classroom. Cambridge: Cambridge University Press.

Richards, J.C., Theodore, S., & Rodgers. (2000)b. Approaches and methods in language teaching: Beijing Foreign Language Teaching and Research Press.

Thoms, Joshua J. (2012). Classroom discourse in foreign language classrooms: A Review of the literature. Foreign Language Annuals.

Wu, K.Y. (1993). Classroom interaction and teacher questions revisited. RELC Journal.

Zhou Xing & Zhou Yun. 2002. Investigation and analysis on college English teachers’ talk. Foreign Language Teaching and Research: 1:17-19.



DOI: http://dx.doi.org/10.26549/jetm.v3i1.1145

Refbacks

  • There are currently no refbacks.
Copyright © 2019 ning Yang Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
  • :+65-62233778 QQ:2249355960 :contact@s-p.sg