初中英语阅读课中教师追问的课堂会话分析
Classroom Conversation Analysis of Teacher’s Questioning in Middle School English Reading Class

教师的追问行为是教师课堂提问过程环节之一，但目前对英语课堂追问行为的研究多数停留在相关建议层面，较少研究是结合实际英语课堂追问行为分析其对学生英语学习影响。本文通过采用课堂观察法和会话分析法，分析八名初中英语教师阅读课堂上的追问行为，探讨不同类型的追问类型、不同追问时机对学生英语学习的影响。研究结果表明，在初中英语课堂上，连锁性追问和递进性追问这两种追问类型在师生追问互动过程中出现次数较多，矫正性追问和联想性追问这两种追问类型出现次数较少；不同追问类型和不同追问时机对学生英语学习的影响有所不同。基于此，本文建议初中英语教师要增强追问意识，丰富追问类型；把握追问时机，合理选择追问类型。
The follow-up questions of teachers is one of the processes of teachers’ classroom questioning. However, most of the current researches on follow-up questioning in English class remain at the level of relevant suggestions, and few studies analyze its impact on students’ English learning based on the actual questioning behavior in English class. This paper analyzes the questioning behavior of middle school English teachers in reading class by using classroom observation method and conversation analysis method, and explores the influence of different types and times of follow-up questions on students’ English learning. The results show that in middle school English reading class, two types of questioning, chain questioning and progressive questioning, appear more frequently in the process of teacher-student questioning interaction, while the two types of questioning, corrective questioning and associative questioning, appear less frequently. Different types and times of follow-up questions have different effects on students’ English learning. Therefore, this paper suggests that middle school English teachers should enhance their awareness of questioning and enrich the types of questioning; grasp the opportunity of questioning and choose the type of questioning reasonably.