Case Analysis On Novice Teachers’ Classroom Questioning In Senior High School English Reading Teaching

As one of the four English basic skills,reading plays an important role in English teaching.Through reading,language knowledge and skills are gradually accumulated by students.However,in the process of English reading teaching,although students understand the basic meaning of reading materials,it is difficult for them to express their views in English fluently.Classroom questioning is exactly a good way to promote students’ language output and increase the interaction between teachers and students.But some novice teachers frequently ask simple and repetitive questions in real teaching.As a result,students are reluctant to participate in classroom interaction.Under this background,it is particularly significant to study the novice teachers’ questioning in senior high school English reading teaching.Combined with the five-month internship experiences in No.8 Senior High School Dalian Development Zone,this study aims to analyze the English teaching cases of the two experts and the three novice teachers by using the methods of classroom observation,case analysis,interview,and contrastive analysis.The study focuses on the following three questions: 1)What types of questioning do novice teachers tend to use in senior high school English reading classes? 2)What questioning strategies do novice teachers tend to use in senior high school English reading classes? 3)What feedback do novice teachers tend to give towards students’ answers in senior high school English reading classes?Compared with the teaching cases of the expert teachers,the characteristics of the novice teachers are presented as follows.As far as questioning types are concerned,the novice teachers are likely to use two types: displaying questions and referential questions,with the former far more than the latter.As far as questioning strategies are concerned,the novice teachers tend to use more low-level questioning strategies: “repetition” and “simplification”.As far as teachers’ feedback is concerned,the novice teachers’ feedback lacks diversity.In view of this,some corresponding suggestions are proposed in this study.Firstly,questioning awareness and abilities are supposed to be improved by teachers gradually.Secondly,teacher training activities need to be organized regularly by school authorities to strengthen teachers’ classroom questioning.Finally,the multiple evaluation systems need to be built by relevant education departments.It is expected that this study may provide some theoretical materials for future researches on teachers’ questioning and some practical references for front-line teachers.