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语言教师提问很多。事实上,在英语作为第二语言(ESL)的课堂里提问是最常见的话语类型之一(Sinclair 和 Coulthard1975)。有一项研究表明,一位 ESL 教师仅在五十分钟的一堂课里就提问427次(White和 Lightbown 1984)。在研究 ESL 教师的提问中,Long 和 Sato(1983)发现教师们向被提问者就已知信息的显示性问题(dis-play question)进行提问要比向被提问者就新信息的参考性问题(referetial question)进行提问要多。在一项有关的研究中,Brock(1986)认真调查了显示性问题和参考性问题的作用。她发现参考性问题往往诱发出比
Language teachers have many questions. In fact, asking questions in English as a Second Language (ESL) is one of the most common types of discourse (Sinclair and Coulthard, 1975). One study showed that an ESL teacher asked 427 questions in only 50 minutes of a lesson (White and Lightbown 1984). In a study of ESL teachers’ questions, Long and Sato (1983) found that teachers were more likely to ask questions to the questionee about the dis-play question of the known message than to the questionee about the reference question of the new message (referetial question) to ask more questions. In a related study, Brock (1986) carefully examined the role of explicit and informative questions. She found that the problem of reference often induced a ratio