Examining The Interactional Functions of In-class Teacher Questioning from a Socio-cultural Perspective

張芳瑜(Fang-Yu Chang)

《英語教學與文化》 6期 (2010/06) Pp. 98-114

https://doi.org/10.29721/ETC.201006.0009

摘要

此論文的目的在於重新檢視現有文獻對於語言教室裡教師提問行為的研究，並且為未來的學者提出新的方向跟建議。早期對教師提問行為的研究通常是使用程序－結果模式（process-product paradigm），老師提問行為都是被量化地分析，教師提問行為的認知水準（cognitive levels）也經常被認為與學生應答行為的認知水準有所關聯。此外，學生的語言學習成果經常是以學生回答問題的答案長短來衡量。此論文認為相較於程序-結果模式，社會文化學模式可以更佳地解釋老師與學生間的合作性言談（collaborative dialogue）。未來的研究學者應以此方向重新檢驗教師課堂的提問行為，教師的提問行為應對學生持續在語言與認知的發展上有重要的貢獻。

並列摘要

The purpose of this paper is to review the research studies on teacher questioning behaviors and to point out new directions and suggestions for future researchers to re-explore this traditional discursive tool. Earlier research studies usually examined teacher questioning within the process-product paradigm. Teachers questions were usually quantitatively analyzed and the cognitive levels of teacher questions were though of as linking with the cognitive levels of learners' responses. Moreover, learners' performance and contribution in language classrooms were evaluated by the length of their oral responses. This paper argues that, compared with the process-product paradigm, a socio-cultural theoretical framework can better explain and describe the collaborative dialogue between the teacher and students from much more interactional and qualitative perspective. It is recommended that future researchers re-investigate the teachers' elicitation practice and find out how questions work as scaffolding and provide effective assistance when learners progress in their zone of proximal development (ZPD).

並列關鍵字

teacher questioning ； classroom interaction ； socio-cultural theory