一项基于语料库的高中英语课堂提问话语研究

A corpus-based study of high school English classroom questioning discourse

本文基于Almeida 等(2008，引自Almeida 2010b) 的课堂提问话语框架，调查并分析课改后高中英语课堂提问话语的现状和教师与学生的提问特点。研究发现，教师在课堂互动中的话语量明显多于学生的话语量；教师经常提问而学生甚少提问，双方提问的形式基本以wh 开头的特殊疑问句为主；教师与学生提问中的问题大部分是与课堂教学主题相关的，教师有时也会提问一些与主题不相关的问题来活跃课堂气氛；教师提问的问题主要以习得性问题为主（占60.5%），其次是专业性问题（占30.5%），对综合性问题（占9%）的重视程度还不够，而学生的问题基本都是习得性问题，这体现了学生在自主思考和批判创新思维方面的意识还不够高。在此基础上，本文对高中英语课堂教学提出了一些建议。

The present study, based on the classification of question types put forward by Almeida et al . (2008, cited in Almeida 2010b), investigated the current situation of English classroom questioning in high school classroom discourse, analyzed the general features of teacher questioning as well as student questioning, and discussed the communication function and cognitive level of teachers' and students' questions. The results show that: (1) teacher talk takes up more than two thirds in the whole process of classroom interaction, while student talk accounts for less than one third. (2) Teachers tend to ask a lot of Wh-questions, Do you …questions, etc. whereas students seldom ask any questions. (3) Most of the questions posed by teachers and students are content-related, focusing on the topic of the class. Teachers also employ some not-content-related questions to activate classroom atmosphere and stimulate students' participation, while students rarely use this kind of questions. (4) From the cognitive perspective, acquisition questions are frequently asked by teachers, followed by specialization questions and integration questions; students' questions only focus on the acquisition category and neglect the other two categories. Based on the analysis and discussion of the research outcomes, some suggestions for classroom questioning and classroom discourse are provided.