On The Question-raising Strategies In College English Teaching

The teachers’ questioning as an important teaching medium,is usually used to stimulate classroom interaction.In recent years,there are many studies on classroom questioning at home and abroad.However,very few studies on teachers’ questioning in college English teaching were conducted.Based on the theory of Socrates’ Maieutics,this essay employed methods of transcription interviews and questionnaires to survey and analyze the question-raising of college English,in order to solve these problems involving: the types and modes of questions used;the time the teachers give their students;the styles the teachers distribute questions;the ways of questioning by the teachers and answering by the students and strategies of providing feedback by the teachers.Here are the major findings: more display questions are asked by college English teachers than referential questions;the waiting time is not enough for students;the questions aren’t fairly distributed;the ways and the modes of questions aren’t diverse;the teachers’ feed backs are not appropriate.Based on the findings of the research,here are some suggestions for the effectiveness of teacher questioning: based on students’ level,we should balance referential questions and display questions and increase the number of referential ones;extend the waiting time and give students more time to think;advocate fairness and don’t ignore the students in the classroom corners;encourage students’ initiative,create a harmonious atmosphere and diverse the questioning strategies;respect students,promote more specific positive feed backs to build students’ confidence,hoping to improve college English question-raising situations,especially teachers’ questioning behaviors and the whole quality of college English classroom questioning.At the same time these suggestions can help students to improve their English study and develop their thinking abilities.