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
62
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】______
【10】
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
rudeness
解析
转载请注明原文地址:https://kaotiyun.com/show/PCYO777K
0
专业英语八级
相关试题推荐
Proponentsofdifferentjazzstyleshavealwaysarguedthattheirpredecessors,musicalstyledidnotincludeessentialcharacte
TheProblemsofTakingEnglishCoursesThroughEnglishWhenstudentstakecoursesthroughthemediumofEnglish,theyhaveto
Inthe19thcentury,inEngland,thereappearedaliterarytrend______.
Rabiesisanordinarilyinfectiousdiseaseofthecentralnervoussystem,causedbyavirusand,asarule,spreadchieflybydo
SomerecenthistorianshavearguedthatlifeintheBritishcoloniesinAmericafromapproximately1763to1789wasmarkedbyin
Inthe1950s,thedevelopmentofantipsychoticdrugscalledneuroleptics(抑制精神病药物)radicallychangedtheclinicaloutlookforpati
Likeallanimalspecies,plantspeciesmustspreadtheiroffspringtosuitableareaswheretheycangrowandpassontheirparen
AttendingaCollegeorUniversityintheUSAEachyear,manyforeignstudentswishtogotothecollegesanduniversitiesin
A、ArabicterroristswillnotattacktheUSAanymore.B、itisessentialtomaintainanactivetradingenvironment.C、thereisno
美国是最发达的资本主义国家,中国是最大的发展中国家。近十三亿人口的中国保持稳定和加快发展,对促进亚太地区和世界的稳定与发展,具有极其重要的意义。中国拥有广大的市场和发展需求,美国拥有先进的科学技术和巨大的物质力量,两国之间有着很强的经济互补性。中国的潜在市
随机试题
英国报业领域的压制与反压制。
______isthefirstbooktopresentaHemingwayhero—NickAdams.
菟丝子的性状特征为( )。
A.按假药论处B.按劣药论处C.确认为假药D.确认为劣药某药店销售的安乃近片的主药含量低于国家标准规定,该药品应()。
下列选项中说法正确的是( )。
委托监理合同的有效期是( )。
蛋黄的胆固醇含量极高,加工成咸蛋或松花蛋后,胆固醇含量()。
下列的立体图形是圆台中挖出一个小圆台后形成的,如果从任一面剖开,以下哪一个不可能是该立体图形的截面?
利用球坐标变换求三重积分,I=dV,其中Ω:x2+y2+z2≤2z.
Commonindoorplantsmayprovetobeavaluableweaponinthefightagainstrisinglevelsofindoorairpollution.Those【C1】____
最新回复
(
0
)