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題名 台灣技職高等教育中教室互動之研究: 英語會話課中教師問句之使用
A study on classroom interaction at vocational colleges in Taiwan: the use of teacher questions in English conversation courses
作者 潘佳幸
Pan, Chia-hsing
貢獻者 尤雪瑛
Yu, Hsueh-ying
潘佳幸
Pan, Chia-hsing
關鍵詞 教師問句
問句形式
問句功能
學習者回應
Teacher question
Question form
Question function
Learner response
日期 2017
上傳時間 31-Jul-2017 10:52:58 (UTC+8)
摘要 由於提問為常用的教學策略，也影響了學習者的語言輸入和輸出，教師的提問和學習表現的關係一直是常見的研究主題。本論文針對台灣南部技職大學裡，9班的英語會話課中教師的所使用問句進行研究，其著重於問句的形式、功能以及學生回應，目的在於了解大學英語教師如何利用問句來維持並且提升師生互動。首先，參與此研究的224個英語系學生和9個教師為便利抽樣，每班各進行六節課的課室錄影，9班共錄影54節課。之後有3組共6人的評定者(rater)，針對發現的1828個教師問句進行轉碼以及問句類型之評定。本論文的研究結果來自於轉碼檔、學生問卷、44位抽樣的學生訪談和9位老師訪談結果。轉碼檔可得知問句實際的使用狀況，問卷探究學生對於教師問句使用的態度，而最後訪談可以了解教師與學生對於問句使用之偏好或者看法。
結果顯示，問句的形式中最常用的是疑問詞問句(Q-word), 片段問句(Non-clausal) 還有是非問句(Interrogative)三種。疑問詞問句和是非問句類型有明確的用字和文法成分，標示其問句的用途。疑問詞問句有開放性回答的特徵，顯示出教師盡量鼓勵學生有更多語言的輸出。而片段問句由於省時還有不影響句意的優點，為日常會話常用的類型，至於是非問句類型通常導引是(yes)或否(no)的答案，常用於引導自我糾正或者程度較差的學生。
在問句功能的結果中，展示性功能大於參考性和程序性功能。展示性功能雖有鼓勵英文程度較差的學生應答之優點，但長遠來說，參考性功能較能提升學生較高思維層次的回應，應該多予以運用。在問句類型的關聯上，展示性功能大都為片段和直述(declarative)問句類型，程序性功能則是片段問句以及疑問詞問句. 片段、是非還有選擇(alternative)問句與限制性回答(restricted response)有顯著關聯性，疑問詞和片段問句常導致學生無回應(no response)。而問句的功能與回答種類則無關聯性。就問卷和訪談結果而言，大部分的學生都感知教師問句的使用與目的，也偏好開放性的問題。然而從大部分的問句都沒有得到回應而言，教師問句的功用並沒有發揮，師生對於問句的使用以及教師的信念與實際的問句應用顯然有明顯差異。因素如下: 學生的文化背景所致，如擔心犯錯、丟臉或者避免炫耀的背景特質。另外，學生對自己英語能力缺乏自信、老師一連串的提問以及不足的回應等待時間等也是可能的因素。
本論文的結果可以看出影響教師問句的效用以及學生回應絕非單一因素可以解釋，教師問句真正的使用情形與學生和教師如何看待問句的態度顯然有所差異。
Due to the high frequency of questioning as a teaching strategy and its potential influence on learners’ acquisition of language, the relationship between teacher questioning and students’ performance has been examined. This study investigated teacher questions of nine college classes of English in vocational universities in southern Taiwan in terms of question forms, question functions, and learner responses. The purpose is to see how EFL teachers use questions to maintain or enhance teacher-student interaction in the classroom. After 224 participants and nine teachers were recruited as convenience samples, videotaping of each class for six periods in a row was conducted. After transcription, coding of the question forms, functions and learner responses was made by three pairs of experienced English teachers. Apart from the transcript results, a student questionnaire and interviews for 44 sampled students and for nine teachers supplemented the transcript results to obtain more in-depth discovery and interpretation. While the questionnaire aims to reveal how the students perceive teacher questions, the interviews intends to find out the reasons for the teachers’ choice of questions and for the students’ attitudes toward teacher questions.
The results have shown that among 1828 questions found, Q-word (Q) (30.25%), non-clausal (N) (30.14%) and interrogative (I) (27.24%) forms are the most frequently used. The Q and I forms have explicit lexical or morpho-syntactic elements that mark their functions as questions. With an open-ended feature, the use of the Q form indicates the teachers’ intentions of promoting classroom talk. Next, the use of the N form, resembling what is often used in daily conversations, is time-saving without sacrificing clarity of the talk. Finally, the I form, is favored for self-corrections or for low achievers. In the distribution of question functions, display functions (48.14%) outnumbered referential (30.03%) and procedural ones (20.73%). Despite the advantage of using display questions to encourage responses of low achievers, the use of referential questions ought to be increased when fluency is the focus in a speaking class. As for learner responses, most of them are “no response” (66.85%). In addition, a correlation was found between N and D forms, and display functions, Q and N forms and procedural functions. Also N, I and A forms were correlated with restricted responses; Q and N forms were with no response. No correlation was found between any function and response.
From the questionnaire and interview results, most of the students were aware of the use of teacher questions and willing to answer them. They preferred open-ended questions as the teachers often did. However, a large number of “no responses” show the teachers’ questioning strategy did not work out effectively partly due to the students’ cultural background, where they fear to make mistakes, lose face, show off in front of others, or challenge teachers’ authority. Besides, the students’ lack of confidence in their English, the teachers’ chaining questions, or insufficient wait-time may be other possible causes. This study shows that there is no single factor of teacher questions that contribute to more and longer student output. There is also a discrepancy between the teachers’ actual use of questions and the perceptions of the students and teachers.
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描述 博士
國立政治大學
英國語文學系
93551505
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0093551505
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.advisor Yu, Hsueh-yingen_US
dc.contributor.author (Authors) 潘佳幸zh_TW
dc.contributor.author (Authors) Pan, Chia-hsingen_US
dc.creator (作者) 潘佳幸zh_TW
dc.creator (作者) Pan, Chia-hsingen_US
dc.date (日期) 2017en_US
dc.date.accessioned 31-Jul-2017 10:52:58 (UTC+8)-
dc.date.available 31-Jul-2017 10:52:58 (UTC+8)-
dc.date.issued (上傳時間) 31-Jul-2017 10:52:58 (UTC+8)-
dc.identifier (Other Identifiers) G0093551505en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/111430-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 93551505zh_TW
dc.description.abstract (摘要) 由於提問為常用的教學策略，也影響了學習者的語言輸入和輸出，教師的提問和學習表現的關係一直是常見的研究主題。本論文針對台灣南部技職大學裡，9班的英語會話課中教師的所使用問句進行研究，其著重於問句的形式、功能以及學生回應，目的在於了解大學英語教師如何利用問句來維持並且提升師生互動。首先，參與此研究的224個英語系學生和9個教師為便利抽樣，每班各進行六節課的課室錄影，9班共錄影54節課。之後有3組共6人的評定者(rater)，針對發現的1828個教師問句進行轉碼以及問句類型之評定。本論文的研究結果來自於轉碼檔、學生問卷、44位抽樣的學生訪談和9位老師訪談結果。轉碼檔可得知問句實際的使用狀況，問卷探究學生對於教師問句使用的態度，而最後訪談可以了解教師與學生對於問句使用之偏好或者看法。
結果顯示，問句的形式中最常用的是疑問詞問句(Q-word), 片段問句(Non-clausal) 還有是非問句(Interrogative)三種。疑問詞問句和是非問句類型有明確的用字和文法成分，標示其問句的用途。疑問詞問句有開放性回答的特徵，顯示出教師盡量鼓勵學生有更多語言的輸出。而片段問句由於省時還有不影響句意的優點，為日常會話常用的類型，至於是非問句類型通常導引是(yes)或否(no)的答案，常用於引導自我糾正或者程度較差的學生。
在問句功能的結果中，展示性功能大於參考性和程序性功能。展示性功能雖有鼓勵英文程度較差的學生應答之優點，但長遠來說，參考性功能較能提升學生較高思維層次的回應，應該多予以運用。在問句類型的關聯上，展示性功能大都為片段和直述(declarative)問句類型，程序性功能則是片段問句以及疑問詞問句. 片段、是非還有選擇(alternative)問句與限制性回答(restricted response)有顯著關聯性，疑問詞和片段問句常導致學生無回應(no response)。而問句的功能與回答種類則無關聯性。就問卷和訪談結果而言，大部分的學生都感知教師問句的使用與目的，也偏好開放性的問題。然而從大部分的問句都沒有得到回應而言，教師問句的功用並沒有發揮，師生對於問句的使用以及教師的信念與實際的問句應用顯然有明顯差異。因素如下: 學生的文化背景所致，如擔心犯錯、丟臉或者避免炫耀的背景特質。另外，學生對自己英語能力缺乏自信、老師一連串的提問以及不足的回應等待時間等也是可能的因素。
本論文的結果可以看出影響教師問句的效用以及學生回應絕非單一因素可以解釋，教師問句真正的使用情形與學生和教師如何看待問句的態度顯然有所差異。		zh_TW
dc.description.abstract (摘要) Due to the high frequency of questioning as a teaching strategy and its potential influence on learners’ acquisition of language, the relationship between teacher questioning and students’ performance has been examined. This study investigated teacher questions of nine college classes of English in vocational universities in southern Taiwan in terms of question forms, question functions, and learner responses. The purpose is to see how EFL teachers use questions to maintain or enhance teacher-student interaction in the classroom. After 224 participants and nine teachers were recruited as convenience samples, videotaping of each class for six periods in a row was conducted. After transcription, coding of the question forms, functions and learner responses was made by three pairs of experienced English teachers. Apart from the transcript results, a student questionnaire and interviews for 44 sampled students and for nine teachers supplemented the transcript results to obtain more in-depth discovery and interpretation. While the questionnaire aims to reveal how the students perceive teacher questions, the interviews intends to find out the reasons for the teachers’ choice of questions and for the students’ attitudes toward teacher questions.
The results have shown that among 1828 questions found, Q-word (Q) (30.25%), non-clausal (N) (30.14%) and interrogative (I) (27.24%) forms are the most frequently used. The Q and I forms have explicit lexical or morpho-syntactic elements that mark their functions as questions. With an open-ended feature, the use of the Q form indicates the teachers’ intentions of promoting classroom talk. Next, the use of the N form, resembling what is often used in daily conversations, is time-saving without sacrificing clarity of the talk. Finally, the I form, is favored for self-corrections or for low achievers. In the distribution of question functions, display functions (48.14%) outnumbered referential (30.03%) and procedural ones (20.73%). Despite the advantage of using display questions to encourage responses of low achievers, the use of referential questions ought to be increased when fluency is the focus in a speaking class. As for learner responses, most of them are “no response” (66.85%). In addition, a correlation was found between N and D forms, and display functions, Q and N forms and procedural functions. Also N, I and A forms were correlated with restricted responses; Q and N forms were with no response. No correlation was found between any function and response.
From the questionnaire and interview results, most of the students were aware of the use of teacher questions and willing to answer them. They preferred open-ended questions as the teachers often did. However, a large number of “no responses” show the teachers’ questioning strategy did not work out effectively partly due to the students’ cultural background, where they fear to make mistakes, lose face, show off in front of others, or challenge teachers’ authority. Besides, the students’ lack of confidence in their English, the teachers’ chaining questions, or insufficient wait-time may be other possible causes. This study shows that there is no single factor of teacher questions that contribute to more and longer student output. There is also a discrepancy between the teachers’ actual use of questions and the perceptions of the students and teachers.		en_US
dc.description.tableofcontents CHAPTER 1 1
INTRODUCTION 1
Background 1
Statement of the Problem 5
Purpose of the Study 6
Research Questions 7
Significance of the Study 8
Organization of the Dissertation 9
CHAPTER 2 11
LITERATURE REVIEW 11
Organization of the Chapter 11
Classroom Interaction 11
Theoretical Bases of Classroom Interaction 13
Input Hypothesis 14
Interaction Hypothesis 16
Output Hypothesis 19
Social-cultural Theory 20
Classroom Discourse Patterns 22
Teacher Talk 26
Teacher Questions 27
Taxonomies of Teacher Questions 30
Linguistic taxonomies of questions: question forms 30
Functional taxonomies of questions: question functions 32
Cognitive taxonomies of questions: levels of thinking 36
General Description of Purposes of Teachers’ Questions 38
Research on Learner Responses to Teachers’ Questions 41
CHAPTER 3 43
METHODOLOGY 43
Tentative Frameworks 44
Pilot Study 48
Formal Study 50
Research Context 51
Participants 51
Procedure 54
Instruments 56
Frameworks for Formal Study 57
Questionnaire 60
Interviews 62
Videotaping 63
Data Analysis 64
Transcribing Transcripts, Coding, and Frequency Analysis 65
Analysis of Questionnaire and Interviews 67
CHAPTER 4 69
ANALYSIS AND DISCUSSION OF RESULTS 69
Organization of the Chapter 69
Analysis of Question Forms, Functions and Learner Responses 70
Analysis and Discussion of Question Forms 70
Summary of Analysis of Question Forms 86
Analysis and Discussion of Question Functions 88
Summary of Analysis of Question Functions 100
Analysis and Discussion of Learner Responses 101
Summary of Analysis of Learner Responses 110
Analysis of Relations between Question Forms, Functions and Learner Responses 111
Summary of Analysis of Relations between Question Forms, Functions, and Learner Responses 120
Results of the Questionnaire 122
Analysis and Comparison of the Results of Questionnaire, Interview and Transcripts 123
Summary of Analysis and Comparison of Results of Questionnaire, Interviews and Transcripts 135
CHAPTER 5 139
CONCLUSION 139
Answers to Research Questions 139
Pedagogical Implications 144
Limitations of the Study 149
Directions for Future Research 150
REFERENCES 152
Appendix A-1 Questionnaire for Students (Chinese Version) 166
Appendix A-2 Questionnaire for Students (English Version) 168
Appendix A-3 List of Student Questionnaire Questions under Four Themes 170
Appendix B Interview Questions for Students 172
Appendix C Interview Questions for Teachers 174
Appendix D Transcription notation from Jefferson Transcription System 176
Appendix E English Proficiency Test Scores Concordance 178
Vita 179		zh_TW
dc.format.extent 1336041 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0093551505en_US
dc.subject (關鍵詞) 教師問句zh_TW
dc.subject (關鍵詞) 問句形式zh_TW
dc.subject (關鍵詞) 問句功能zh_TW
dc.subject (關鍵詞) 學習者回應zh_TW
dc.subject (關鍵詞) Teacher questionen_US
dc.subject (關鍵詞) Question formen_US
dc.subject (關鍵詞) Question functionen_US
dc.subject (關鍵詞) Learner responseen_US
dc.title (題名) 台灣技職高等教育中教室互動之研究: 英語會話課中教師問句之使用zh_TW
dc.title (題名) A study on classroom interaction at vocational colleges in Taiwan: the use of teacher questions in English conversation coursesen_US
dc.type (資料類型) thesisen_US
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