中外教師於協同教學中提問行為之研究

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Title:	中外教師於協同教學中提問行為之研究
Other Titles:	A Study of Teachers' Questioning Behaviors between a Native English Speaking Teacher (NEST) and Non-NEST in a Team Teaching Environment
Authors:	陳芳琪 Chen, Fang-Chi
Contributors:	廖敏旬 Chiang, Min-Hsun 東海大學外國語文學系
Keywords:	協同教學提問行為中外教師回問性提問認知性提問 Team teaching, questioning behavior, NEST, Non-NEST, Display question, Referential question
Date:	2009
Issue Date:	2011-03-09T05:42:50Z (UTC)
Abstract:	本研究主在探討中外教師於協同教學中的提問行為，目的在了解：（1）中外師在協同教學過程中所採用的問題形式，以及（2）在引導學生回答及輔助另一位教師的前提下之提問策略的採用。此研究對象為一位以英文為母語的美籍教師和一位台灣籍的小學英文老師。在為期一個學期的協同教學過程中，兩位教師總共協同教學四個國小四年級的班級。本研究的資料來源包含課室錄影、騰寫錄影資料、以及課室觀察筆記。本研究結果顯示第一，兩位中外籍教師在協同教學的過程中皆使用較多的『回應性提問』而非『認知性提問』。藉由適切的問題策略輔助，外籍教師能使其回應性提問朝溝通式的問答方式發展。第二，總計十大提問策略被應用於此協同教學中，其中以『探索性策略』為兩位教師廣泛應用於引導學生作答及延伸擴展其思考。第三，台灣籍教師在協同教學中過多的使用中文，反應在學生的英文習得上有弊大於利的結果。最後，本研究根據研究結果，亦提供些許教學上及研究上的建議作為日後研究的參考。 This research presented a case study on both native English-speakingteacher’s (NEST) and non-native English-speaking teacher’s (NNEST) questioning behaviors upon Taiwanese fourth graders in a team teaching context. Specifically, the study was designed to examine: 1) the questioning types applied by the NEST and NNEST, and 2) the questioning strategies employed by the NEST and NNEST with the aim of eliciting more students’ responses and supporting each other’s initial questions. The subjects of this study were one native English-speaking teacher, one local English teacher, and four classes of fourth graders at a public elementary school. The primarysources of data included the transcriptions of the videotaping,filed-notes, and in-classroom observation.The results presented that firstly, both NEST and NNEST used significantly more display questions than referential questions. With the proper strategies applied after the display questions, the NEST developed a more communicative question-answering process between her and the students. Secondly, during the team teaching period, ten questioning strategies were identified in the NEST and NNEST questioning behaviors. Among all of them, the strategy of probing was employedfrequently by both teachers not only for eliciting students' response but expanding their previous thoughts. Thirdly, more defects than merits were presented when the NNEST frequently used student’s native language in the questioning process. Based on thefindings, pedagogical implications and research limitations were discussed. Some suggestions for the future research were provided at the end of the study.
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