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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 引用關係
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 hypothesisOutput hypothesisQuestioningChinese as a second language
原始連結:連回原系統網址new window
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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。
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.
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。  new window
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。  new window
3.White, L.、Spada, N.、Ranta, L.、Lightbown, P. M.(1991)。Input enhancement and L2 question formation。Applied Linguistics,12,416-432。  new window
4.Chaudron, Craig(1983)。Simplification of Input: Topic Reinstatements and Their Effects on L2 Learners' Recognition and Recall。TESOL Quarterly,17(3),437-458。  new window
5.Teng, Shou-hsin(1997)。Toward a Pedagogical Grammar of Chinese。Journal of Chinese Language Teachers Association,32(2),29-40。  new window
6.Wagner-Gough, J.、Hatch, E.(1975)。The importance of input data in second language acquisition studies。Language Learning Journal,25(2),297-308。  new window
7.Young, R.(1988)。Input and interaction。Annual Review of Applied Linguistics,9,122-134。  new window
8.Tsai, J. H.(2005)。L2 acquisition of Chinese questions by English-speaking learners of Chinese。Journal of Yuannan Normal University,3(6)。  new window
9.Swain, Merrill(1988)。Manipulating and complementing content teaching to maximize second language learning。TESL Canada Journal,6(1),65-84。  new window
10.Musumeci, D.(1996)。Teacher-learner negotiation in content-based instruction: Communication at cross-purposes?。Applied Linguistics,17(3),286-325。  new window
11.Kelch, K.(1985)。Modified input as an aid to comprehend。Studies in Second Language Acquisition,7(1),81-89。  new window
12.Izumi, S.(2002)。Output, input enhancement, and the noticing hypothesis。Studies in Second Language Acquisiton,24,541-577。  new window
13.Ioup, G.、Krashen, Stephen D.(1984)。Testing the relationship of formal instruction to the input hypothesis。TESOL Quarterly,18(2),345-350。  new window
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。  new window
學位論文
1.Hsu, W. H.(2001)。How Classroom Questioning Influences Second Language Acquisition。  new window
圖書
1.Krashen, Stephen D.(1985)。The input hypothesis: Issues and implications。London:Laredo Publishing。  new window
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。  new window
3.Nunan, D.(1990)。Language Teaching Methodology。Language Teaching Methodology。Hemel Hemsted, Herts。  new window
4.Johnson-Farris, N.(1995)。Active Questioning: Questioning Still Makes the Difference。Active Questioning: Questioning Still Makes the Difference。  new window
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。  new window
6.Pica, T.、Long, M.(1986)。The Linguistic and Conversational Performance of Experienced and Inexperienced Teachers。Talking to Learn: Conversation in Second Language Acquisition。  new window
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。  new window
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。  new window
2.Long, Michael H.(1985)。Input and second language acquisition theory。Input in Second Language Acquisition。Rowley, MA:Newbury House Press。  new window
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。  new window
 
 
 
 
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