An Investigation Of The Relationship Between Teacher’s Questioning And Classroom Reticence In Junior High School English Classes

The new English curriculum（2022）emphasizes cultivating students’ core literacy,requires improving students’ classroom participation and strengthening the interaction between teachers and students.The interaction between teachers and students is mainly carried out through questioning,which accounts for a high proportion in teaching activities.As an important part of teacher talk,teacher’s questioning is the main origin of students’ language input and output to help students improve their communicative competence.But when facing teacher’s questions,some students keep reticent in class and avoid answering teacher’s questions.Especially in class discussions,students cannot actively participate,and students are only passive recipients.The lack of interaction between teachers and students is known as classroom reticence.As a nonverbal communication in teaching,classroom reticence affects the progress and quality of teaching.This kind of negative reticence will affect learning and teaching,and is not conducive to the development of students’ real communicative competence.In this context,it is of great significance to find the reasons for students’ reticence to effectively improve the quality of teaching and learning and to cultivate students’ comprehensive language ability.Teacher’s questioning plays an important role in students’ learning.Therefore,this paper analyzes the reasons that cause the classroom reticence in junior high school from the perspective of teacher’s questioning.There are three main research questions in this paper:1.What’s the current situation of classroom reticence in English classes in junior high school?2.What’s the current situation of teacher’s questioning in English classes in junior high school?3.What kinds of teacher’s questioning have an effect on classroom reticence?Based on these three questions,this paper uses questionnaire,classroom recording and interview to investigate the correlation between teachers’ questioning and students’ classroom reticence in junior high school.In this study,a junior high school located in Yancheng was selected for the investigation.The author distributed 120 questionnaires,of which 113 were valid questionnaires.The questionnaire aims to investigate the current situation of students’ classroom reticence from students’ attitudes towards teacher’s questioning and classroom reticence and students’ self-image of the performances in English classes.In addition,the author analyzed the teacher’s questioning from question types,the way questions are answered,waiting time,teacher’s feedback and questioning strategies combined with two teachers’ classroom recording and interview.The author discussed classroom reticence from the perspective of teacher’s questioning according to the results of classroom recording and interview.The findings of this research are as follows: First,there is reticence in English classrooms in junior high school.Second,through the analysis,it is found that question type and the way questions are answered are monotonous,waiting time is too short,teacher’s feedback is mainly simple praise,and the questioning strategy is mainly repetition.Third,among the factors of teacher questioning,the type of teacher’ s questioning,the ways questions are answered,the waiting time after questioning,teacher’ s feedback and teacher’ s questioning strategies can lead to students’ classroom silence.In response to above research results,the author puts forward the following suggestions: firstly,the types of questions should be more diverse,and the proportion of the two types of questions should be balanced.Increase the waiting time for questions and give students more time to think actively.Then,teachers should master different questioning strategies to promote students’ language output.Finally,teachers’ feedback should be specific and diversified.