An Empirical Study Of Teachers’ Question Discourse In Senior High School English Reading Teaching

Teachers’ classroom question is an important means of classroom teaching and plays an important role in the output of students’ utterances.Based on Krashen’s input hypothesis,more and more researchers have begun to pay attention to the importance of teachers’ question discourse in English teaching.The empirical research on the waiting time after questioning and the types of questions is relatively backward in China.Because of this,the present study is devoted to exploring whether the application of teachers’ question discourse is beneficial to the teaching of English reading in senior middle school.First of all,this study explores the current situation of English teachers’ language of instruction,on the basis of understanding English teachers’ classroom discourse and teachers’ question discourse.This paper conducts an empirical survey on the use of teachers’ question discourse in English reading at senior middle school,and analyzes it from a unique perspective.Questionnaire and teachers’ interviews and the methods of pre-test and post-test of students’ reading comprehension scores were used to collect and arrange the data,and through the detailed analysis of the data by using SPSS,the research conjecture of this experiment was verified.The relevant teaching enlightenment is put forward.In this study,four senior English teachers were interviewed,and a questionnaire survey and a score test were conducted among the students in two parallel classes of first grade in senior high school.The present study shows that students realize the important influence of teachers’ question on reading class and tend to the whole English question form which can improve the language input;As for the types of teachers’ questions,students tend to ask more questions for reference,guide students to express their views,and exercise their language expression ability.In addition,the waiting time after teachers’ questions,the quality of teachers’ questions,the regional questions of teachers’ questions,the wording of questions and the frequency of questions and so on are related.Finally,through the implementation of the experiment,the hypothesis of the experiment is verified,and the purpose of the experiment is achieved,that is,the proper use of the teacher’s question discourse can change the students’ learning attitude and increase the students’ learning interest in reading,and finally it can improve the students’ reading comprehension scores.