Chinese Students and Questioning Skills in American Graduate Level Classrooms.

Autor/in	Portin, Gail Joyce
Titel	Chinese Students and Questioning Skills in American Graduate Level Classrooms.
Quelle	(1993), (125 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Classification; Classroom Communication; Cultural Differences; English (Second Language); Foreign Students; Graduate Students; Graduate Study; Higher Education; Language Patterns; Language Research; Linguistic Theory; Pragmatics; Questioning Techniques; Skill Development; Sociolinguistics; Teacher Attitudes + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Klassengespräch; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachmodell; Sprachstruktur; Sprachforschung; Linguistische Theorie; Pragmalinguistik; Befragungstechnik; Fragetechnik; Kompetenzentwicklung; Qualifikationsentwicklung; Soziolinguistik; Lehrerverhalten
Abstract	A study investigating difficulties encountered by Chinese graduate students in asking questions in the American classroom, and suggested solutions, are presented. An introductory section describes features of the Chinese educational system, focusing on attitudes toward questioning. The first chapter offers sociolinguistic and pragmatic perspectives on classroom questioning, looking at aspects of the classroom environment that affect student questioning practice. The second chapter discusses categories of questions according to their linguistic form, type and function, and cognitive and affective domains. Chapter 3 reports on a survey of 43 professors from 18 varied academic departments, investigating the kinds of questions professors prefer, their perceived contribution to subject-matter learning, and the impact of questions on classroom atmosphere. In Chapter 4, a pedagogy for teaching non-native English-speaking students how to ask questions in American classrooms is outlined. This chapter includes a sample lesson, additional suggestions for lessons related to specific domain or level of questioning, and suggestions for activities related to asking questions and development of classroom community. Appended materials include students' comments on their oral abilities, academic needs (by major field and academic level), notes on cognitive and affective domain questions, and forms pertaining to the faculty survey and sample lesson. Contains 81 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC