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From Input to Output
|Other Titles:||以華語為第二語言提問的個案研究 |
A Case Study of CSL Classroom Questioning
|Abstract:||本論文旨在探討以華語爲第二語言的教室中師生之提問。研究對象爲就讀於國立臺灣師範大學初、中、高三級共六個班的外籍學生及其任課教師，藉由教室觀察及錄影及錄音等方式，蒐集師生互動語料，錄影及錄音方式。針對師生提問所用之問句依語法類型（如：選擇問句、正反問句、附加問句、助詞問句及疑問詞問句）及語用功能（如：指涉型、展示型）加以分類。此外，並以問卷及訪談方式調查學生對提問及課堂氣氛的看法。研究發現，教師較常使用助詞問句與疑問詞問句引導學生進行語料輸出。此結果與學生提問之問句類型及分布情形相似，顯示語言輸入強化之影響深遠(White et al., 1991; Izumi, 2002)且外籍學生誠如Johnson-Farris (1995)所提，傾向藉由提問讓人了解。|
The main purpose of this study is to examine teacher and student questioning in CSL classrooms. Our participants were six classes of L2 learners of Chinese studying at the Mandarin Training Center of National Taiwan Normal University, further divided into three levels (beginning, intermediate and advanced) together with six CSL teachers. Teacher and student questioning was videotaped and recorded via classroom observations. All the questions used in questioning were further classified by their syntactic types (such as disjoined questions, A-not-A questions, tag questions, particle questions, and wh-questions) and pragmatic functions (such as referential and. display). A questionnaire about questioning and class climate was designed followed by an interview. The results showed that the teachers in the present study utilized questioning to elicit L2 learners' output by using particle questions and wh-questions most frequently. This finding matched those of student questions, indicating that input enhancement was influential (White et al., 1991; Izumi, 2002) and that our students, as Johnson-Farris (1995) indicates, attempted to be understood by questioning.
|Appears in Collections:||教師著作|
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