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高职英语课堂教师提问的实证研究的中期报告.docx

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高职英语课堂教师提问的实证研究的中期报告 Title:Mid-termReportofEmpiricalStudyonTheQuestionsRaisedbyTeachersinVocationalCollegeEnglishClassrooms Introduction:Thisreportaimstoprovideamid-termupdateontheongoingempiricalstudythatinvestigatesthetypes,patternsandeffectivenessofteacherquestioninginvocationalcollegeEnglishclassrooms.Thestudyisconductedintwovocati onalcollegesinChina,withafocusonthefreshmanandsophomorelevelEnglishcourses.Thestudyemploysmultipledatasourcesincludingteacherinterviews,classroomobservations,andstudentsurveys.Thismid-termreportwillprovideasummaryoftheresearchquestions,methodology,findingssofar,andconclusions. ResearchQuestions:Theresearchquestionsaimtoexplorethefollowingareas: 1.WhattypesofquestionsareaskedbyvocationalcollegeEnglishteachersintheclassroom? 2.Whatisthepatternofquestionsintermsoffrequency,timing,andsequencing? 3.Howeffectivearethequestionsinfacilitatingstudentlearningandengagement? 4.Whatfactorsareassociatedwitheffectivequestioningpractices? Methodology:Thestudyemploysamixed-methodsapproachincludinginterviewswithEnglishteachers,classroomobservations,andstudentsurveys.Theteacherswereaskedabouttheirquestioningpractices,theirgoals,andtheirperceivedeffectiveness.Classroomobservationswereconductedtorecordthetypesandfrequencyofteacherquestions,aswellasthestudentresponses.Studentsurveyswereusedtogatherdataontheirperceptionsoftheeffectivenessofthequestioningpractices. Findingssofar:Thestudyhasrevealedsomepreliminaryfindings: 1.ThetypesofquestionsaskedbyvocationalcollegeEnglishteachersarepredominantlyclosedandfactualquestions,withlimitedhigher-orderthinkingquestions. 2.Thefrequencyandtimingofthequestionsvarybetweenteachersandclassrooms,withsometeachersaskingmorequestionsthanothers,andsomeaskingmostlyatthebeginningorendoftheclass. 3.Theeffectivenessofthequestionsinengagingstudentsandfacilitatinglearningismixed,withsomequestionsgeneratingactiveparticipationanddeeperthinking,whileotherselicitingonlybriefandsurface-levelanswers. 4.Thefactorsassociatedwitheffectivequ