The Effects of Referential Questions on ESL Classroom Discourse
The Effects of Referential Questions on ESL Classroom Discourse
复制标题
参考问题对 ESL 课堂话语的影响
DOI：
10.2307/3586388
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发表时间：
1986
期刊：
影响因子：
3.2
通讯作者：
Cynthia A. Brock
中科院分区：
文献类型：
--
作者：
Cynthia A. Brock
Long和Sato(1983)在对ESL教师课堂提问的调查中发现，教师提出的陈述性问题明显多于参考性问题，这些问题要求提问者已经知道的信息。本文报道的这项研究的主要目的是确定较高频率的指称问题是否会对成人ESL课堂话语产生影响。四名有经验的ESL教师和24名非母语人士(NNSS)参加了这次活动。其中两名教师接受了将参考问题纳入课堂活动的培训；另外两名教师没有接受培训。4名教师每人向6名NNSS教授相同的阅读和词汇课。实验组教师提出的参考性问题明显多于对照组教师。治疗组班级的学生反应明显更长，句法更复杂，包含更多的连接词。
In their examination of ESL teachers' questions in the classroom, Long and Sato (1983) found that teachers ask significantly more display questions, which request information already known by the questioner, than referential questions. The main purpose of the study reported in this article was to determine if higher frequencies of referential questions have an effect on adult ESL classroom discourse. Four experienced ESL teachers and 24 non-native speakers (NNSs) participated. Two of the teachers were provided with training in incorporating referential questions into classroom activity; the other 2 were not provided with training. Each of the 4 teachers taught the same reading and vocabulary lesson to a group of 6 NNSs. The treatment-group teachers asked significantly more referential questions than did the control-group teachers. Student responses in the treatment-group classes were significantly longer and more syntactically complex and contained greater numbers of connective.