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
85
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】______
【8】
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
the Question Form
解析
转载请注明原文地址:https://kaotiyun.com/show/DCYO777K
0
专业英语八级
相关试题推荐
ItispossibleforstudentstoobtainadvanceddegreesinEnglishwhileknowinglittleornothingabouttraditionalscholarlyme
Manyobjectsindailyusehaveclearlybeeninfluencedbyscience,buttheirformandfunction,theirdimensionsandappearance,
Rabiesisanordinarilyinfectiousdiseaseofthecentralnervoussystem,causedbyavirusand,asarule,spreadchieflybydo
TheU.S.governmentfallsintothreebranches:thelegislative,______andthejudicial.
SomerecenthistorianshavearguedthatlifeintheBritishcoloniesinAmericafromapproximately1763to1789wasmarkedbyin
Likeallanimalspecies,plantspeciesmustspreadtheiroffspringtosuitableareaswheretheycangrowandpassontheirparen
Thedreamoflostinnocencerecoveredinagoldenfuturealwayshauntstheimaginationofcolonialpioneers.Itspremiseismyop
Chaucerboremarksof______andthusisregardedastheforerunnerofEnglishRenaissance.
Mentalhealthprofessionalmaybesurprisedtodiscoverhowmuchishappeningonlinetodayinthehealthcarefield.Workingclos
随机试题
人类历史上出现的主要文学观念有()
以下对于急性胰腺炎患者尿淀粉酶与血清淀粉酶的描述,正确的是
"胃不和则卧不安"出自
在我国目前经济形式下,建立完善的企业总法律顾问制度可以()。
关于期限确定的表述,正确的是()。
某公司原有资本700万元,其中债务资本200万元(每年负担利息24万元),普通股资本500万元(发行普通股10万股,每股面值50元),所得税税率为25%。由于扩大业务,需追加筹资200万元,其筹资方式有两个:一是全部按面值发行普通股:增发4万股,每股面值5
某公司于1997年12月10日申请注册“海天”商标,1998年3月20日该商标被核准注册。根据商标法的规定,该公司第一次申请“海天”商标续展注册的最后期限应为()。
国家实行()制度:中国公民凡遵守《宪法》和法律,热爱教育事业,具有良好的思想品德,具备本法规定的学历或者经国家教师资格考试合格,有教育教学能力,经认定合格的,可以取得教师资格。
Animal’s"SixthSense"AtsunamiwastriggeredbyanearthquakeintheIndianOceaninDecember,2004.Itkilledtensoftho
Alawyerfriendofminehasdevotedherselftotheserviceofhumanity.Herspecialareaiscalled"publicinterestlaw".Man
最新回复
(
0
)