The Study On Teachers’ Questioning Strategies In High-Quality English Reading Classes Of Primary School Based On Discourse Analysis

As a foreign language teaching discipline,teacher talk plays a crucial role,and the study of teacher questioning strategies has become a focus of attention by scholars at home and abroad.The “New Curriculum Standards for English in Compulsory Education(2022 Edition)” puts forward higher and more specific requirements for improving students’ thinking quality.Teachers’ questioning ability determines the way that students think about problems.Therefore,teachers need to update teaching concepts and methods,significantly optimize classroom questioning strategies,to adapt to the requirements of the new era and new curriculum standards.However,many studies have shown that there are still many problems in teachers’ questioning discourse,and many teachers do not fully understand and apply classroom questioning strategies and techniques.Therefore,exploring strategies for optimizing teachers’ questioning by analyzing the characteristics and the questions of high-quality teachers’ questioning in primary schools English reading class is of great benefit to improving primary school English teachers’ questioning ability and professional quality.Based on discourse analysis theory and interactive hypothesis theory,this study adopts literature review,classroom observation and interview methods to explore the classroom questioning characteristics and questions of six primary school English teachers in the 2021 Tenth Curriculum Competition.The research mainly analyzes from five dimensions: the characteristics of questioning type,students’ response discourse,interactive adjustment methods,the characteristics of feedback discourse,and questioning skills.It tries to answer the following questions:(1)What are the characteristics of high-quality teachers’ questioning in English reading class of primary school?(2)What shortcomings do high-quality teachers’ questioning have in English reading class of primary school?(3)What are the strategies for optimizing English teachers’ questioning of primary school?The study found that the main characteristics of high-quality teachers’ questioning in English reading class of primary school are: First is clear and concise questioning;Second,questioning follows the cognitive process of students;The third is the continuity of questioning;Fourth,actively using the interactive adjustment of confirmation checks;Fifth,be good at using positive feedback;Sixth is high-frequency using of repetition and questioning.The main problems of the classroom questioning existing in English reading class of primary school include: First,evaluative questioning is single,and cognitive ability requirements are low;The second is the highly uneven distribution of questions in the teaching process,with fewer questions asked in the post reading process and low requirements for cognitive ability.Based on the research,the author draws inspiration of optimizing the questioning strategies of teachers in English reading class of primary school,mainly from two aspects: questioning strategies and answering strategies.Questioning strategies:simplifying questions;repeated questioning of key cognitive goals;questioning following students’ cognitive rules;continuously questioning and connecting the preceding with the following.Answering strategies: actively using the interactive adjustment strategy of confirmation checks;using targeted positive feedback.