| dc.contributor.advisor | 楊懿麗 | zh_TW |
| dc.contributor.advisor | Yang, I-Li | en_US |
| dc.contributor.author (作者) | 徐麗琴 | zh_TW |
| dc.contributor.author (作者) | Hsu, Lee-Ching | en_US |
| dc.creator (作者) | 徐麗琴 | zh_TW |
| dc.creator (作者) | Hsu, Lee-Ching | en_US |
| dc.date (日期) | 2002 | en_US |
| dc.date.accessioned | 18-九月-2009 16:40:06 (UTC+8) | - |
| dc.date.available | 18-九月-2009 16:40:06 (UTC+8) | - |
| dc.date.issued (上傳時間) | 18-九月-2009 16:40:06 (UTC+8) | - |
| dc.identifier (其他 識別碼) | G91NCCU0572012 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/35974 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英國語文學研究所 | zh_TW |
| dc.description (描述) | 91 | zh_TW |
| dc.description.abstract (摘要) | 本文利用教室觀察法探討國中生在習得第二語言的過程中，是否受到教師在課堂中採用的問題策略的影響。根據西方前人的研究，教師所發的問題中大部份屬於封閉性問題，小部份屬於其有創作力的問題。前者用來作口語問答練習或檢測學生是否了解閱讀的文章，其答案是固定的，或有限的；後者用來刺激學生的創意思考，其答案是開放的。本研究包括質的研究與量的研究，探討開創性問題是否比封閉性問題更能引起學生主動回答的動機，進而使用英語表達個人情感及意見，同時展現使用英語與他人溝通的能力。 蘭雅國中二年級四個班學生參與本研究。為期四個月的研究期間共問了8個具有創作力的問題，其中1個問題涉及書面與口語回答；另外7個問題要求學生以口語作答 。結果顯示，(1)具有創作力的問題所得到的學生回答量，遠超過封閉性問題；(2)具有創作力的問題刺激學生使用較長、較複雜的語句作答；(3)具有創作力的問題引導學生使用外語進行真正有效的表達與溝通，其功能超過僅在教室內作語文練習；(4)學生語料所展現的豐富內容及語彙，所流露出的真實情感，所表達的個人意見，皆足以說明學生創造語言的潛能。換句話說，學生在學習第二語言的過程中可以扮演主動的角色。 | zh_TW |
| dc.description.abstract (摘要) | This study examined how creative questions can operate as effective tools for L2 acquisition. As Long and Sato (1983) found, ESL teachers ask significantly more closed questions such as display questions and comprehension questions, to which the answers are fixed or limited, than open questions such as referential questions or creative questions, to which answers are free and diverse. The main purpose of this study is to determine if the use of creative questions makes a different effect on student responses. The research contained a qualitative study of language creativity of the student responses and a quantitative study of the amount of student participation. Four classes of junior high school students participated in this study. Eight creative questions were asked over a period of four months. Classroom observation was the method adopted; students` oral and written responses were tape-recorded and collected at the site. The results suggest that: (1) Creative questions elicited significantly more student responses than display or comprehension questions did, (2) Creative questions triggered longer and more syntactically complex sentences, (3) Creative questions provided students opportunities to use the target language for genuine communication, (4) Through creative question-answer activities, students demonstrated their language creativity. They were able to use richer vocabulary, create various content ideas, employ different ways of expressions, and share their personal ideas as well as true feelings. | en_US |
| dc.description.tableofcontents | Acknowledgements Table of Contents-----iv List of Tables-----vi Chinese Abstract-----vii English Abstract-----viii Chapter I.Introduction-----1 1.1 The Problem-----1 1.2 The Purpose of the Study-----5 1.3 Definition of Terms-----6 1.4 Significance of the Study-----7 1.5 Organization-----8 II. Literature Review-----9 2.0 An Introduction of Question Types-----9 2.1 Motivation in Second and Foreign Language learning-----16 2.2 Humanistic Language Learning-----17 2.3 Communicative Language Teaching-----19 2.4 Language Creativity-----22 2.5 Studies on Teachers` Questioning in ESL Classroom-----24 2.6 Summary-----26 III. Pilot Studies-----28 3.0 Motivation-----28 3.1 Pilot Study A-----29 3.2 Pilot Study B-----33 3.3 Conclusion-----36 IV. Methodology-----37 4.1 Hypotheses-----37 4.2 Research Design-----40 4.3 Subjects-----40 4.4 Material-----41 4.5 Procedure-----44 4.6 Data Collection-----45 4.7 Data Analysis-----46 V. Results and Discussion-----49 5.1 Results-----49 5.2 Further Discussion-----64 5.3 Conclusion-----66 VI. Conclusion-----68 6.1 Summary-----68 6.2 Implications-----70 6.3 Limitations-----72 6.4 Suggestions for Further Research-----72 Appendix A-----73 Appendix B-----75 Appendix C-----80 References-----84 Table 2-1 Creative questions and Non-creative questions Contrasted-----14 Table 4-1 The distribution of the 8 creative questions-----44 Table 5-1 The distribution of the student turns to the 8 creative questions49 Table 5-2 The average number of words within the student turns to creative question No.4-----51 Table 5-3 The distribution of the students` written responses at different levels of language ability-----52 Table 5-4 The average number of words within the student turns in the oral activities-----53 Table 5-5 The content ideas found in the students` answers and in the text contrasted-----56 Table 5-6 The three content items found in the text and the students` answers contrasted-----57 Table 7-1 The average number of words within the student turns to the non-creative questions-----78 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G91NCCU0572012 | en_US |
| dc.title (題名) | 利用有創作力的問題促進第二語言的習得 | zh_TW |
| dc.title (題名) | Using creative questions to facilitate L2 acquisition | en_US |
| dc.type (資料類型) | thesis | en |
