作者：袁昆雯classroomobservationdisplayquestionsreferential
摘要：As Harmer (2001) indicates, the most important measurement of a successful lesson is the student activity taking place. And studies in second language classrooms have revealed the interconnection between teacher's questions and the types of responses elicited from students (Long and Sato 1983; Brock 1986). Hence, teacher questioning is well worth being studied in order to ensure students' linguistic development. This essay attempts to critically analyze the use of display and referential questions in language classrooms which focus on listening and speaking skills by comparing the percentages of these two kinds of questions raised by teachers and their pragmatic use in the language classroom.
注：因版权方要求，不能公开全文，如需全文，请咨询杂志社
