A Case Study Of Effective Classroom Questioning In Junior High School English Listening And Speaking Classes—a Comparative Analysis Of Regular And Open Classes

Questioning is one of the commonly used teaching methods and has been paid more and more attention by researchers.In the teaching of English,teachers also check the students' mastery through classroom questioning.In some research,scholars fully demonstrated the types,quantity,strategies and feedbacks of effective classroom questioning.And came up with a series of findings that are conducive to improving the effectiveness of classroom questioning.But most of these findings are general.Few scholars have focus on junior middle school English effective classroom questioning.Because of the above-mentioned deficiencies,this study compares the similarities and differences between the regular lesson and demonstration lesson questioning of middle school English,then based on the theory of Interaction Hypothesis,Input Theory and Output Theory.And from three aspects: questioning type,questioning strategy and teacher feedback.Giving some suggestions to improve the effectiveness of classroom questioning and to promote the current English teaching.This study mainly focuses on effective classroom questioning in junior middle school English.Therefore,a normal class with the same level of students in the second grade of a middle school in Wei Fang are selected,and the writer listened to the classes for three months.On the basis of the lectures,a regular class and a demonstration class are selected to conduct a comparative analysis of effective classroom questioning.The author records the questions in the classroom through the form of recording and transfer,and accumulates data for subsequent research.At the same time,in order to improve the accuracy of the research,20 English teachers were consulted in the form of interviews and questionnaires.The purpose of this consultation is to establish effective classroom questioning criteria,which is one of the first conditions for the study.On the basis of using the existing observation table,we also refer to the advice and suggestions given by 20 English teachers.And then determine the observation dimension and observation indicators according to the needs of this study,so as to formulate effective classroom questioning criteria.According to the criteria,effective classroom questioning are screened,and then the similarities and differences between the regular class and the demonstration class in the effective class questioning,strategy and teacher feedback are compared.On the basis of collating and analyzing the research results,answering the research questions raised and drawing teaching inspiration and deficiencies.The results of the study show that there are many differences between the regular classes and the demonstration classes.(1)The effective classroom questions in the demonstration class are more than the effective classroom questions in the regular class.The demonstration class' s effective classroom questions are 14.3% higher than the regular class.(2)From the perspective of the types of effective classroom questioning,the demonstration class is more inclined to ask questions about divergent thinking.The purpose is to increase the interaction between teachers and students.And to activate the classroom atmosphere.The regular class' s questions are more about the knowledge memory.Focusing on students' mastery of textbook knowledge.The purpose is to achieve the teaching objectives.(3)From the perspective of effective classroom questioning strategies,demonstration class teacher prefers to use the transferring questioning strategy,which aims to induce teacher-student interaction;in regular class,teacher tends to use inspiring questioning strategies to guide students to solve problems independently.(4)In the teacher's feedback aspect,the demonstration class often use comment and praise feedback,while in the regular class,the teacher is more inclined to use the retelling and praise feedback.The study focuses on junior middle school English effective classroom questioning.Although some research findings have been obtained,there are still many shortcomings.First,the scope of the study is relatively small,and the results may not adapt to the use of English classes in high school and above.Secondly,the research time is short and the number of research objects is limited.Future research can focus on higher-level English classes,expand the scope of research,and draw more meaningful research implications.