The Influence of Classroom Questioning on the English Learning Motivation of Middle School Students Abstract  In the light of the New Curriculum Standard, teachers are supposed to pay attention to cultivating students’ emotional attitude in the teaching process, which should be considered on an equal basis with language knowledge, language skills, learning strategies, and culture awareness。 One of the most essential factors of emotional attitude is learning motivation。 Therefore, if teachers want to improve students’ English learning ability, they must inspire and develop students’ learning motivation。 Additionally, classroom questioning is a main component in the teaching process as it can initiate and sustain the classroom interaction。 So classroom questioning is one of the essential methods to inspire and cultivate students’ learning motivation。 Therefore, it is of tremendous significance to investigate the promotion of classroom questioning on the students’ learning motivation。 74214

 Based on the theories of classroom questioning and learning motivation, the research was conducted by classroom observation of the video-recording the the demonstration class from Zhe Pai Ming Shi ( the teaching style from ZheJiang famous teachers)。 Then the author transcribed the video-recorded content into written materials for the analysis。 The obtained data were classified into three aspects: types of questioning, questioning strategies and waiting time。

The main findings of this study are composed of: 1) Referential questions were more beneficial to stimulate students’ learning motivation than display questions。 2) Self-answering is ineffective while self-explaining, prompting, probing and redirecting is helpful in activating student’s learning motivation。 3) After questioning, adequate waiting time, especially more than eight seconds is able to promotion students’ learning motivation。

As there is promotion of classroom questioning on the learning motivation among middle school students among middle school students, teachers are required to make great efforts to apply some suggestions and take some effective measures in English teaching。 This can not only make students become interested and initiative in learning English, but promote them to facilitate their language learning。 

Keywords: classroom questioning; learning motivation; influence; middle school

初中英语课堂提问对学生学习动机的影响

摘  要在《新课程标准》的指导下，教师在教学过程中应注重培养学生的情感态度。情感态度应该与语言知识、语言技能、学习策略和文化意识享有同等重要的地位。而学习动机是培养学生情感态度的重要方式。教师必须激发并培养学生的学习动机，从而促进学生的学习能力。同时，课堂提问作为教学环节的重要组成部分，能够促进并维持课堂互动教学。因此，研究课堂提问对学生学习动机的影响显得十分重要。

    本文研究建立在课堂提问和学习动机的理论之上，采用观察浙派名师（浙江名师，有浙江教学风格）公开课视频的方法。之后将视频转写成文本资料，对所得数据从提问类型、提问策略和提问时间三个方面进行了归类和分析。

研究显示：1）参考性问题比展示性问题更能激发学生的学习动机。2）自问自答的方法不利于促进学生学习动机，而提示、追问、叫多人回答问题的方法是有效的。3）在提问之后，充足的等待时间，尤其等待时间超过八秒，能够促进学生的学习动机。

鉴于课堂提问对初中生学习动机有促进作用，教师应该听取相应的建议，采用有效方法付诸英语教学实践。这不仅能使学生在英语学习中有兴趣和主动性，并且能够促进语言学习。

毕业论文关键词：课堂提问；学习动机；影响；初中 初中英语课堂提问对学生学习动机的影响:http://www.youerw.com/yingyu/lunwen_84738.html