A Comparative Study Of Novice Teachers’ And Proficient Teachers’ Classroom Questioning In Senior English New Reading Lessons

Questioning is one of the main means of classroom interaction as well as English teaching.Teachers’ questioning has a significance for students’ language learning.What should be underlined here is that the availability of teachers’ questioning will be influenced by teachers’ concepts about questioning,teachers’ questioning types,questioning strategies,distributions of questions,wait time and teachers’ feedback.In this study,the research objects are English teachers who were chosen from the fifteenth high school in Fuzhou.Based on the data analysis from the classroom observation,transcription,questionnaire and interview,this essay reveals the similarities and differences in questioning in the new reading class between proficient teachers and novice teachers.The comparison includes the concepts about the importance of questioning,questioning types,questioning strategies,distribution of questions,wait time and the teachers’ feedback.It also includes how these different behaviors influence students’ answering.Based on the analysis and discussion,the research will provide referential suggestions to improve novice teachers’and proficient teachers’ classroom questioning skills so as to improve the teaching quality.The result illustrates that both novice teachers and proficient teachers admit questioning plays a fairly important role in language learning.However,the proficient teachers pay more attention to the validity of questioning.In terms of questioning types,both of them use more display questions than referential questions,while the proficient teachers do better in balancing display questions and referential questions.Besides,both of them tend to use questioning strategies including repeating and prompting.Compared with novice teachers,proficient teachers are good at using probing and redirecting strategies.Concerning the distribution of questions,these two types of teachers usually choose a student to answer.However,the proficient teachers can give more opportunities to encourage students to volunteer to answer.Besides,3 to 10 seconds wait time makes students’ answers more accurate and integrated.Lastly,although teachers have laid emphasis on positive feedback,there are still some differences between the two types of teachers.For instance,the proficient teachers make more reflection than the novice teachers,which is quite helpful for the students’ language production.What should be mentioned is that some novice teachers are used to interrupting students’ answering and doing some error correction,which actually is a kind of egative feedback waiting to be improved.This study will provide some proofs for the future study in this area.Meanwhile,it tries to explore the differences and similarities of the classroom questionings between novice teachers and proficient teachers and to offer some referential advice on how to make classroom questions valid for them.By this way can they be expert teachers in a shorter time.