A Survey Of Classroom Questioning In Junior Middle School English Reading Teaching

Classroom questioning in language teaching,which is a crucial source of students’ language input,is also a common form of teacher-student interaction.And classroom questioning is the major force to promote reading teaching.The effective application of classroom questioning in reading teaching can stimulate students’ enthusiasm to participate in the classroom,helping students understand the reading text and improve their thinking level.In order to investigate the application of classroom questioning in English reading teaching of junior middle school,this study adopts qualitative and quantitative methods to find out the problems and put forward suggestions.Classroom observation,questionnaire and interview are used to analyze the classroom questioning in English reading teaching of the junior middle school.And the research questions are as follows:1.What are the traits in classroom questioning of English reading class presently? How to improve it if there it is necessary ? 2.Under the present classroom questioning of English reading class in junior middle school,what’s the current situation of students’ participation in classroom ? In order to investigate the first question,three teachers’ reading classes of a school in Qinhuangdao,Hebei Province are videotaped and field notes are taken during the classroom observation and the classroom language of teachers and students is transcribed into words.Then the author adopts Good and Brophy’ s question type detection coding table and question-answer-feedback sequence type coding table(2010)to analyze the teacher’s classroom questioning from the aspects of : question type;question subject;tone of voice;ways of answering questions;waiting time;teachers’ feedback.And the survey is supplemented by questionnaires to understand students’ expectations of classroom questioning and also interviews teachers to get the reasons behind teachers’ classroom questioning in reading class.In order to investigate the second question,the author also adopts the way of questionnaire.The study shows that there are some problems in the classroom questioning of English reading teaching in junior middle school to be solved : 1.The link of asking questions need to be improved,including:(1)The type of questions is single;(2)The subject of questions is single;(3)There is a lack of emotion in the tone;2.Waiting for the students to answer: The waiting time is insufficient;3.The distribution of students who answer questions: it is unreasonable;4.Responding to answers: The feedback is inefficient and lack-of-guidance.And The situation of students’ participation in junior middle school is that students tent to participate in reading class in non-verbal way.In view of situation,relevant suggestions are put forward from the following aspects,including : 1.Asking questions reasonably:(1)Teachers should optimize the question design;(2)Induced questioning;(3)Encouraging tone;2.Teachers should pay attention to students’ waiting state while set up waiting time reasonably;3.Teachers should comprehensively use various ways to ask for questions;4.Teachers should provide more guidance when give students feedback to improve effectiveness;5.Teachers should improve students’ enthusiasm for oral participation in reading class.