|
ACKNOWLEDGEMENTS |
6-7 |
|
CONTENTS |
7-8 |
|
1 INTRODUCTION |
8-10 |
|
2 The PROBLEM IN CLASSROOM INTERACTION AND ITS CAUSES |
10-16 |
|
2.1 Students' Lack of Competence in Communication |
10-11 |
|
2.2 Causes for students' lack of communicative competence |
11-16 |
|
2.2.1 Teacher-centered classroom instruction |
11 |
|
2.2.2 Teachers' problematic questioning |
11-16 |
|
3 SOCIAL CONSTRUCTIVIST THEORY |
16-32 |
|
3.1 Related theories |
16-20 |
|
3.1.1 Behaviorist theory |
16-17 |
|
3.1.2 Psycho-cognitive theory |
17 |
|
3.1.3 humannistic theory |
17-19 |
|
3.1.4 Social interactionist theory |
19-20 |
|
3.2 Social constructivist theory |
20-29 |
|
3.2.1 Synthesis of social constructivist model |
20-21 |
|
3.2.2 Social constructivist view of teachers' beliefs about teaching |
21-22 |
|
3.2.3 Social constructivist view of teachers' beliefs about teachers |
22-23 |
|
3.2.4 Social constructivist view of teachers' beliefs about learners |
23-24 |
|
3.2.5 Social constructivist view of teachers' beliefs about learning |
24-28 |
|
3.2.6 Social constructivist view of teachers' beliefs about themselves |
28-29 |
|
3.3 Toward a synthesis: implications for teachers' questioning |
29-32 |
|
4 IMPLICATION AND APPLICATION OF TEACHRERS'QUESTIONING TO CLASSROOM INTERACTION |
32-47 |
|
4.1 Clarifying questioning aims tostudents |
32-34 |
|
4.2 Increasing the number of referential questions |
34-37 |
|
4.2.1 Factual questions and reasoning questions |
34 |
|
4.2.2 Open questions and closed questions |
34-35 |
|
4.2.3 Display questions and referential questions |
35-37 |
|
4.3 Modifying questions appropriately |
37-41 |
|
4.3.1 Comprehension-oriented modifications |
38-39 |
|
4.3.2 Response-oriented modification |
39-41 |
|
4.4 Balancing the allocation of questions |
41-43 |
|
4.5 Allowing enough wait time for students to think about the questions |
43-44 |
|
4.6 Providing adequate feedback and assessment for students |
44-47 |
|
5 CONCLUSIN |
47-51 |
|
REFERENCES |
51-54 |
