英语论文网

　　
　　1.2 Objectives and the Significance of the Research
　　Classroom communication focuses on communication as the central feature inteaching and learning in the second language classroom，especially in the EFLclassroom, because the EFL classroom is a unique communication context for thestudents. In the EFL classroom, teachers' questions as the important part of teacher talkcan play an important role in improving classroom communication. But few researchescan combine the teachers' questioning behaviors with classroom communication.Especially, the research about the questions in the classroom of vocational colleges andis lacked. Vocational colleges have been developing very fast recently，however, incompany with many problems. Some of the problems are that the majority of thestudents have very poor academic average. They lack learning motivation, interest andself-confidence. Few of them have good learning habits. Keeping silent is their mostcommon performance in class, so most of them have very poor communicativecompetence, letting alone taking the National Board of Practical English Test forColleges. What's more, many English teachers still pay attention to the transmission ofEnglish grammar knowledge and neglect the training of students' oral speaking. So it isurgent and necessary to change the status quo and enhance students' communicativecompetence in English classrooms of Vocational Colleges.The research aims to improve classroom communication by ameliorating teachers'questions. That is to say, effective questions can stimulate students to participate inclassroom activities and facilitate the negotiation of meaning between teachers andstudents and then the meaningful classroom communication can be achieved. Thethorough and in-depth study on this issue can help people understand the particular ruleof the classroom communication in foreign language class theoretically. It also canfacilitate teachers to optimize the pattern of communication and improve the quality oflanguage teaching and enhance students' communicative competence. So it has thesignificance of theory and practice.
　　
　　1.3 Research Methods
　　This study will mainly employ qualitative and quantitative methods. They areclass-observation and a questionnaire survey.Qualitative data are not presented in a numerical form, such as open-endedquestionnaire, excerpts. But these data can also be transformed into numerical forms.However, quantitative data are usually in numerical form which can be obtained throughcounting and measurement, like test scores or data from fixed response questionnaires.The teachers knew that the author would attend their lessons to observe andrecord for a study and hence there were no changes in their lessons. In order toguarantee the data validity, the author attended the teachers' classes recorded and wrotedown what the teachers and students talked，how they interacted with each other, whowould answer teachers' questions, what kind of questions were asked in classroom, howthe teacher evaluated students' responses as well as students' responses to thequestionnaire. And then analyze these data and compare these statistical data, whichwould be the resources of the quantitative analysis and the contents of the interactionbetween the teacher and students for the qualitative analysis.
　　
　　1.4 Layout of the Paper
　　This thesis consists of six chapters in total.Chapter one is the introduct