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引文資料
題名:
From Input to Output: A Case Study of CSL Classroom Questioning
書刊名:
華語文教學研究
作者:
陳純音
作者(外文):
Chen, Doris Chun-yin
出版日期:
2008
卷期:
5:1
頁次:
頁133-154
主題關鍵詞:
語料輸入假設
;
語料輸出假設
;
提問
;
以華語為第二語言
;
Input hypothesis
;
Output hypothesis
;
Questioning
;
Chinese as a second language
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
1
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
1
共同引用:0
點閱:31
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。
以文找文
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.
以文找文
期刊論文
1.
Fassinger, P. A.(1995)。Understanding classroom interaction: Students’ and professors’ contributions to students’ silence。The Journal of Higher Education,66,82-96。
2.
Good, T. L.、Slavings, R. L.、Harel, K. H.、Emerson, H.(1987)。Student passivity: A study of question asking in K-12 Classrooms。Sociology of Education,60,181-199。
3.
White, L.、Spada, N.、Ranta, L.、Lightbown, P. M.(1991)。Input enhancement and L2 question formation。Applied Linguistics,12,416-432。
4.
Chaudron, Craig(1983)。Simplification of Input: Topic Reinstatements and Their Effects on L2 Learners' Recognition and Recall。TESOL Quarterly,17(3),437-458。
5.
Teng, Shou-hsin(1997)。Toward a Pedagogical Grammar of Chinese。Journal of Chinese Language Teachers Association,32(2),29-40。
6.
Wagner-Gough, J.、Hatch, E.(1975)。The importance of input data in second language acquisition studies。Language Learning Journal,25(2),297-308。
7.
Young, R.(1988)。Input and interaction。Annual Review of Applied Linguistics,9,122-134。
8.
Tsai, J. H.(2005)。L2 acquisition of Chinese questions by English-speaking learners of Chinese。Journal of Yuannan Normal University,3(6)。
9.
Swain, Merrill(1988)。Manipulating and complementing content teaching to maximize second language learning。TESL Canada Journal,6(1),65-84。
10.
Musumeci, D.(1996)。Teacher-learner negotiation in content-based instruction: Communication at cross-purposes?。Applied Linguistics,17(3),286-325。
11.
Kelch, K.(1985)。Modified input as an aid to comprehend。Studies in Second Language Acquisition,7(1),81-89。
12.
Izumi, S.(2002)。Output, input enhancement, and the noticing hypothesis。Studies in Second Language Acquisiton,24,541-577。
13.
Ioup, G.、Krashen, Stephen D.(1984)。Testing the relationship of formal instruction to the input hypothesis。TESOL Quarterly,18(2),345-350。
14.
Spada, Nina M.(1987)。Relationships Between Instructional Differences and Learning Outcomes: A Process-Product Study of Communicative Language Teaching。Applied Linguistics,8,137-161。
學位論文
1.
Hsu, W. H.(2001)。How Classroom Questioning Influences Second Language Acquisition。
圖書
1.
Krashen, Stephen D.(1985)。The input hypothesis: Issues and implications。London:Laredo Publishing。
2.
Long, Michael H.、Sato. C.(1983)。Classroom foreigner talk discourse: Forms and functions of teachers' questions。Classroom oriented research in second language acquisition。Rowley, MA。
3.
Nunan, D.(1990)。Language Teaching Methodology。Language Teaching Methodology。Hemel Hemsted, Herts。
4.
Johnson-Farris, N.(1995)。Active Questioning: Questioning Still Makes the Difference。Active Questioning: Questioning Still Makes the Difference。
5.
Brock, C.、Crookes, G.、Day, R.、Long, M.(1986)。The differential effects of corrective feedback in native speaker non-native speaker conversation。Talking to Learn: Conversation in Second Language Acquisition。
6.
Pica, T.、Long, M.(1986)。The Linguistic and Conversational Performance of Experienced and Inexperienced Teachers。Talking to Learn: Conversation in Second Language Acquisition。
7.
Porter, P.(1986)。How Learners Talk to Each Other: Input and Interaction in Task-centered Discussions。Talking to Learn: Conversation in Second Language Acquisition。Rowley, MA。
圖書論文
1.
Pica, T.、Doughty, C.(1985)。Input and interaction in the communicative classroom: A comparison of teacher-fronted and group activities。Talking to Learn: Conversation in Second Language Acquisition。
2.
Long, Michael H.(1985)。Input and second language acquisition theory。Input in Second Language Acquisition。Rowley, MA:Newbury House Press。
3.
Swain, Merrill(1985)。Communicative competence: Some roles of comprehensible input and comprehensible output in its development。Input in second language acquisition。Newbury House Publishers。
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