- 學位論文
中外師國小英語課堂提問之比較
Questioning in Elementary English Classes taught by Native and Non-native English-Speaking Teachers
摘要
大量研究證實，老師的提問時間佔課堂絕大部分的時間僅次於講課。研究也同時證明“問題的使用”在教學上的重要性，老師適當的提問有助於加速學生的學習。另外，有鑒於，越來越多的外籍老師被聘請到台灣國小任教，擔任英文老師，因此本研究主要的目的是觀察在以英語(EFL)為外語的英語課堂中，中籍和外籍英語老師提問方式的異同。雖然Chen (2004)也作過類似的研究。然而在她研究中，只觀察了一位中師和一位外師，並且她的課堂觀察也只針對私立補習班的英文閱讀課堂。因此，為了更近一步了解老師所發問的問題特性與差異，本研究觀察小學中籍老師和外籍老師在發問時的各種問題特性，包含問題形式(question forms)、問題功能(question functions)、連續提問(serial question)。共有四位公立國小的英文老師參與此研究，兩位中籍老師和兩位外籍老師。本研究觀察並拍攝八堂英語課全程上課情形。在分析上，問題形式和發問目的的分類主要採用Long and Sato (1983)的分類，但也根據McTear (1975)和曾守得Tseng (1992) 的分類做了些許的改變。在做完語言分析後，我們也對老師們進行深入的訪問， 並全程錄音。 結果顯示，中外師皆多用Wh-(疑問詞問句), intonation (聲調問句) and Yes/no (是非問句) 形式。兩組老師也多傾向於使用教學提問(display question)，教室管理(instruction-facilitating question)和信息提問(referential question)功能。但是兩者在這些問題形式與功能真正的使用方式，還是有些微的差異。另外，為了讓自己先前的問題更容易被學生理解和答覆，兩組老師在連續提問中多使用不同的策略。在連續提問中，外籍老師多選擇重複(repeating)和簡化(simplifying)策略；而中籍老師則多用重複(repeating)、改變措辭(rephrasing)、改述(paraphrasing)和縮小範圍(narrow scoping)策略。在教學上，良好的問題設計對於學生的學習有加倍的幫助。本研究提供了教師訓練課程更多有用的訊息，可以用來幫助增進師生互動與學生學習。
並列摘要
A number of studies have identified that, along with actual lecture time itself, the time used for teacher questions dominates actual class time. Studies also highlight the significance of “question use” in pedagogical contexts. Appropriate questions accelerate student learning (Brock, 1986; Borg, Kelley, Langer & Gall, 1970; Winne, 1979). Nevertheless, few studies have examined “question use” by native English-speaking teachers (NESTs, term from Medgyesyes 1992) and nonnative English-speaking teachers (NNESTs, term from Medgyesyes 1992) in Taiwan. Chen’s (2004) study is one of the few; however, only one foreign and one local teacher were investigated. Also, the research setting was limited to reading classes in a private cram school. The objective of this thesis study is to build upon the existing research and detect whether there are differences among NESTs and NNESTs in the use of question forms, question functions, serial questions, and code-switching. Two qualified native and nonnative English teachers working at public elementary schools participated in this study. The analysis framework of English question forms and question functions was mainly adapted from Long and Sato (1983), McTear (1975) and Tseng (1992). In-depth, audio-recorded interviews were conducted to avoid false interpretations. The results show that both groups of teachers preferred Wh-, intonation and Yes/no question forms. In terms of question functions, both groups of teachers mainly asked display, instruction-facilitating and referential questions. However, differences in the use of different functions and forms can be still observed between these two groups. In addition, in order to make questions more comprehensible and answerable, teachers in these two groups employed different serial question strategies. Repeating and simplifying were found to be the two most preferred strategies for NESTs’ serial questions, while NNESTs tended to employ repeating, rephrasing, paraphrasing and scope-narrowing strategies. Pedagogically, well-designed questions undoubtedly benefit student learning. Therefore, this study provides teacher training programs useful information which could be used to raise teachers’ awareness of their question uses in the classrooms