Study On The Effects Of Teachers’ Questioning On The Complexity Of Students’ Oral English Output In Junior High English Reading Class

Teachers’ questioning is an interactive mode widely used in classroom teaching.Improving students’ oral output ability is very essential.This study takes Junjing Junior High School students from two classes as research objects through classroom observation,questionnaires and interview to study the effects of teachers’ questioning on the complexity of students’ oral English output in reading class.The three research questions are as follows:1)What effects do display and referential questions have on the complexity of students’ oral English output?2)What effects does the different wait-time have on the complexity of students’ oral English output?3)What effects do question strategies have on the complexity of students’ oral English output?The findings and implications are as follows:1)Teachers use more referential questions than display questions.Referential questions are more conducive to students’ oral English output than display questions.Therefore,teachers should ask more referential questions.2)After teachers ask questions,more than 3seconds wait-time left to students makes them produce more sentences.Less than 3seconds wait-time left to students makes them produce many words and phrases.Teachers should decide how long to give students to think according to problems’ difficulty and the students level.3)Teachers often use prompting and probing strategies.These two strategies help students produce more oral English output.They seldom use redirecting and self-explaining strategies to lead students at different level to output.Teachers should use four strategies reasonably according to specific situations.