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ERIC Number: EJ1079662
Record Type: Journal
Publication Date: 2012-Jul
Pages: 9
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1916-4742
An Empirical Study on New Teacher-Student Relationship and Questioning Strategies in ESL Classroom
Sun, Zuosheng
English Language Teaching, v5 n7 p175-183 Jul 2012
Teacher-student relationship and questioning strategies are extremely crucial elements in English teaching and learning. Questioning strategies can influence learners' emotional changes in classroom and the relationship between teachers & students. The affective factors play a very important role in language teaching & learning. Questioning strategy is a fine effective strategy in teacher-student interaction, and it benefits the construction of new teacher-student relationship. Based on the questionnaires concerning current survey of "teacher-student relationship" and "questioning strategies in English classroom", we get the conclusion that the current teacher-student relationship and the questioning situation are not optimistic in teaching English as a second language (ESL). Most of students desire the new, harmonious, democratic teacher-student relationship, and want to show a nice performance in English class, and hope to be questioned in a proper and respectful way. Meanwhile, the paper, based on the affective factors and construction of new teacher-student relationship, puts forward some questioning strategies for construction of new teacher-student relationship.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China