英文论文大纲(案例)
养生粥的做法-
The Outline of the Thesis
(A
Sample)
Title:
A Content-analysis of EFL
Student-
Teachers’ Questioning in the
Classroom
Abstract
:
This
paper introduces the difference in classroom
questioning between
EFL
student-teachers
and
in-service
teachers
in
middle
schools
by
comparative
analysis
of
their
classroom
discourse
focusing
on
the
features
of
student-teachers
’
questioning strategies (for linguistic
knowledge, comprehension, application, analysis,
synthesis, evaluation) in three
aspects: (1) the purposes of questioning, (2) the
waiting
time
for
students
’
responses
and
(3)
the
feedback
to
students
’
responses.
It
aims
at
clarifying what
’
s
lacking in student teachers
’
classroom questioning skills & strategies
and
the
reasons
why
they
have
the
problems.
The
research
may
help
EFL
teachers
understand classroom questioning and
the way of classroom-teaching investigation by
content analysis of classroom discourse
is introduced.
Key
words
:
questioning; question
types; waiting time; feedback
1.
Introduction
1.1. Understanding
< br>“
interaction
”
1.1.1.
“
< br>Interaction
”
in socio-
culture theory
1.1.2. Classroom
interactions
1.2. Classroom
discourse
1.2.1. What is classroom
discourse?
1.2.2. IRF Content-analysis of
classroom discourse
2.
Classroom
questioning and the function
2.1.
Definition
of classroom questioning
2.1.1. Conception of classroom
questioning and its development
2.1.2. The criteria for effective
questioning in the classroom
2.2.
Categories
of questioning and their functions
2.2.1 Questioning for linguistic
knowledge (for students to recall or remember
the previously learnt structural
knowledge)
2.2.2
Questioning
for
comprehension
(for
students
to
translate,
to
grasp
the
meaning
of materials)
2.2.3 Questioning
for application (for students to
generalize, or to use learnt
materials
in new and concrete situations)
2.2.4
Questioning
for
analysis
(for
students
to
discover
the
material
into
its
component parts so that it may be more
easily understood)
2.2.5
Questioning
for
synthesis
(for
students
to
compose,
to
put
materials
together, to form
a new one)
2.2.6
Questioning
for
evaluation
(for
students
to
judge
the
value
of
the
material
for a given purpose)
3. Investigation
on classroom questioning
3.1 Purpose and object of investigation
2.1.1 The purposes
2.1.2 The object
3.2 Method of investigation
2.2.1 IRF
(Initiate-Response-Feedback) analysis on classroom
discourse
2.2.2 The transcription of student-
teacher
’
s classroom
discourse
2.2.3 The transcription of in-service
teacher
’
s classroom
discourse
3.3 Procedures of
investigation
3.3.1 Investigation on student-
teacher
’
s classroom
questioning
3.3.2 Investigation on in-
service teacher
’
s classroom
questioning
3.3.3 The findings of the
investigation
2.3.3.1 Findings on
student-teacher
’
s classroom
questioning
2.3.3.2 Findings on in-
service teacher
’
s classroom
questioning
4. The analysis on the
findings
4.1
The difference in classroom questioning between
EFL student-teachers and the
in-service
teachers
4.1.1 Differences in the types of
questions
4.1.2 Differences in the waiting time
for Ss
’
responses
4.1.3
Differences in T
’
s feedback
to Ss
’
responses
4.2 Main problems of EFL
student-teacher
’
s classroom
questioning
4.2.1 Lacking clear objectives
4.2.2 Lacking
patience for waiting
4.2.3 Lacking clear points in feedbacks
4.3
Analysis on student-
teacher
’
s classroom
questioning
4.3.1 The
teachers
’
intention &
effectiveness of classroom questioning