首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
The Importance of Questions For non-native speakers of English who want to participate in group discussions, it is important
The Importance of Questions For non-native speakers of English who want to participate in group discussions, it is important
admin
2011-03-10
57
问题
The Importance of Questions
For non-native speakers of English who want to participate in group discussions, it is important to he able to ask questions in order to resolve their difficuhies.
Ⅰ. Causes of Breakdowns in【1】 【1】______
1. On students’ part
—insufficient command over the【2】of English 【2】______
—poor pronunciation
2. On teachers’ part
—uncertainty of whether his student has asked a question
—the student【3】to employ the correct question form 【3】______
—the teacher interprets the question as a comment
—difficulties arise when the student employs an/a【4】question form 【4】______
—the teacher may not know about the【5】of the student’s difficulty 【5】______
Ⅱ. Specific Questions
1. Begin questions with an/a【6】. 【6】______
2. Be careful to【7】the exact point. 【7】______
Ⅲ. Another Reason for the Correct Use of【8】—Politeness 【8】______
1. The student uses the imperative【9】the question form when he is nervous or 【9】______
struggling with new subject matter.
2. The teacher may interpret it as【10】and feel angry. 【10】______
【5】
The Importance of Questions
Non-native speakers of English, like their native counterparts, usually find that the opportunity to participate in group discussions is one of the most valuable aspects in their whole academic programmed. But in order to obtain full value from this type of activity the student must be proficient in asking questions, If he isn’t, then any attempt to resolve his difficulties may lead to further confusion, if not considerable embarrassment.
Some students who are not fluent in the language find that in the early stages of their course (1)there are frequent breakdowns in communication. There are, of course, many possible explanations for this. (2) The student may not have a sufficient command over the grannnar and vocabulary of English to enable him to express himself clearly. He may, on the other hand, have a poor pronunciation. Factors such as these, of course, require urgent and persistent attention on the part of the student. But a very frequent cause of misunderstanding in discussion sessions and one which can much more easily be put right, is the teacher’s uncertainty whether his student has, in fact, asked a question at all. What often happens is as follows. The student, puzzled about a particular point, decides to ask a question. As so often happens when under pressure, he tends to concentrate most of his attention on the subject matter and he pays practically no attention to the language. (3)Consequently he fails to employ the correct question form. For example, he may use a statement form instead. The result is predictable. The teacher interprets the intended question as a comment. He then either agrees or disagrees with it, or he continues with what he was saying before.
(4)However, even when the student does employ an appropriate question form, difficulties may still arise. (5)The teacher may not know, for example, what the source of the student’s difficulty is. The basic difficulty may, in fact, be one of the several different types. It may lie in the student’s limited aural perception, in other words, the student may not have clearly heard what was said ; or it may lie in his insufficient linguistic knowledge, that is to say, he may not have understood the English that his teacher employed; or alternatively, it may lie in his lack of knowledge of the subject matter itself, i.e. he may not have worked out the meaning of a point in relation to the special subject. Each type of difficulty requires a different kind of question. If the student, for example, does not clearly specify that his difficulty is that he did not quite catch what was said, then the teacher is quite likely to give an explanation in terms of the subject matter. All what is really necessary in such cases is a simple repetition of the original statement.
Next, a student must ensure that his teacher is clear about exactly which point he is referring to. To put it in another way, the question must be specific. (6)In order to be absolutely precise, it is a good idea if students preface their questions with an introductory statement. They might say, for example, something like the following: "I don’t understand the point you made at the beginning of the discussion about cost inflation. Could you explain it again please, the teacher is always in a position to give a satisfactory answer to this form of question without any waste of time. He knows what type of difficulty the student has—one of subject matter. He knows where the difficulty occurs—at the beginning of the discussion. And he knows precisely what point the student refers to—cost inflation.
Perhaps, before concluding, one further example may be helpful. (7)When a student is given the opportunity to ask questions on a text, he must be particularly careful to locate the exact point. Thus, "Page 3, three lines from the top, the word ’straightforward’. Would you explain it to me please?" is clearly a better question than the utterance and the nature of the difficulty. All this is, of course, common sense, but it is surprising how often students ignore it.
Finally, one point should be mentioned before we leave this subject. (8)The correct use of the question form is important for another reason than basic communication. It is often necessary to employ it because not to do so would be rude. The non-native speaker is normally well aware of this, but when he is nervous and is struggling with new subject matter in a foreign langnage, (9)he may sometimes find himself using the imperative instead of the intelTogative form. Learners of English have, for example, said to me such things as "See me here tomorrow"or "Explain this". Fortunately, as I dealt with non-native speakers and as I understand their language problems, (10)I interpret this as inadequacy in the language rather than rndeness. Other teachers, however, may feel angry at receiving such orders. It is important, therefore, to practise the necessary question forms in order to avoid such problems.
选项
答案
source
解析
转载请注明原文地址:https://kaotiyun.com/show/CCYO777K
0
专业英语八级
相关试题推荐
ThebiggestproblemfacingChileasitpromotesitselfasatouristdestinationtobereckonedwith,isthatitisattheendof
Theivory-billedwoodpecker,ifyouhaven’theard,isnolongerextinct.Inlatespring,agroupof17researchersannouncedin
Manyobjectsindailyusehaveclearlybeeninfluencedbyscience,buttheirformandfunction,theirdimensionsandappearance,
Rabiesisanordinarilyinfectiousdiseaseofthecentralnervoussystem,causedbyavirusand,asarule,spreadchieflybydo
Historicaldevelopmentsofthepasthalfcenturyandtheinventionofmoderntelecommunicationandtransportationtechnologiesh
PaulaJones’caseagainstBillClintonisnow,forallpossiblepoliticalconsequencesandcapacityformediasensation,afairy
TobroadentheirvotingappealinthePresidentialelectionof1796,theFederalistsselectedThomasPinckney,aleadingSouthC
SomerecenthistorianshavearguedthatlifeintheBritishcoloniesinAmericafromapproximately1763to1789wasmarkedbyin
A、ManydetaineesinGuantanamoBayhavebeenheldformorethan2yearsB、U.Sgovernmentdoesn’tpermitWilnertodiscusstheir
AttendingaCollegeorUniversityintheUSAEachyear,manyforeignstudentswishtogotothecollegesanduniversitiesin
随机试题
用户访问一个ASP.NET网站,当用户登录成功后,因有事离开,在十分钟后再回来操作时,发现提示需要重新登录,这是因为()。
Istronglybelievethatunderstandingismoreimportantthanlove,especiallywhenitcomestoparentingandintimaterelationsh
辅卵管妊娠胚胎死亡的可靠依据是
图示物块A重W=10N,被用水平力FP=50N挤压在粗糙的铅垂墙面B上,且处于平衡。物块与墙间的摩擦系数f=0.3。A与B间的摩擦力大小为:
民用建筑中经常采用的变电所形式是()。
请设计一个教案,达到以下目的:(1)学生能够正确使用定冠词the和不定冠词a/an;(2)培养学生语言运用能力。
《中华人民共和国民法通则》第3条规定:“当事人在民事活动中的地位平等。”第4条规定:“民事活动应当遵循自愿、公平、等价有偿、诚实信用的原则。”第5条规定:“公民、法人的合法的民事权益受法律保护,任何组织和个人不得侵犯。”第6条规定:“民事活动必须遵守法律,
EAP
TheproportionofworkscutforthecinemainBritaindroppedfrom40percentwhenIjoinedtheBBFCin1975tolessthan4perc
—______madehisdaughtersoabsent-mindedthismorning?—Idon’tknow.Maybeitwasthegift.
最新回复
(
0
)