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Abstract: In English class, Teacher Talk is an important form for information input which refers to the utterance teacher uses in class of the Second Language acquisition to teach language points and organize teaching—learning activities. And it plays a vital part in language teaching for an English teacher to use his language properly and effectively. Question—answer is the most common way for an English teacher to use in class to encourage learners to think more and inspire learners to understand the language points.
Teacher and students’ bilateral interaction is a process of English teaching classes, and the main bond between teacher and students to maintain the activities in class is the question and answer. The study reveals that to improve the teaching efficiency, grasping the question—answer technique is an important way. The purpose of this research study is to determine the relationship between proper question—answer way and the learners’ successful output so that activate the classroom language learning and develop speaking ability. Questioning in classrooms is not only an important means which teachers apply to stimulate students’ language output but also one of the main pattern for teacher-student interaction, which organizes the content of the course and has deep implications in the way that students assimilate the information. On the basis of Constructivism Theory and Interaction Hypothesis, effective teaching is not only a source of language input, but also a means of creating opportunities for students to produce language output and construct the knowledge themselves.
Then how do English teachers put forward questions to promote students’ target language output and classroom involvement?
This investigation mainly adopts the method of classroom observation and information retrieval, as well as interviews. Teacher who master the question—answer technique will do better in classroom control and language teaching that helps students do well in developing speaking ability. Therefore, to be a good teacher should be equipped with effective question technique.
Key words: language acquisition; teacher talk; question—answer techniques; speaking ability.
Content
摘要：
Abstract:
1. Introduction-1
1.1 Research background-1
1.2 Purpose and Significance of the Present Study-3
2. Literature review-3
2.1 Research at Home and Abroad-3
3. Methodology-4
3.1 Information retrieval-5
3.2 Interview-5
3.2.1 Research subjects and questions-5
3.3 Classroom observation-5
3.4 Data Collection and analysis-6
4． Results and Discussion-6
4.1 Teacher talk and students’ reflection on question and teaching activities-7
4.2The influence of effective question—answer technique on student’s performance-9
4.3 Definition of Effective Questioning-10
4.4 Strategies of Effective Questioning-12
5. Conclusion-14
5.1 Summary of the research-14
5.2 Implications of the Study-15
Reference-15
Acknowledgments-17