A Survey On The Current Situation Of Teachers' Questioning In English Classrooms Of Vocational Colleges

As the most common teaching method in English classrooms, questioning has the huge promoter action to language acquisition. Good questioning can induce students' rich language output, involve students in classroom activities, and promote interactions between students and teachers in the target language. But until now, there is no detailed study of teachers' questioning in English classrooms of vocational colleges, so studying and analyzing teachers' questioning is of great significance to our English teaching.On the basis of analyzing the research findings of classroom questioning at home and abroad, the paper makes a survey and analysis of teachers' questioning in English classrooms of vocational colleges by using the methods of literature review, questionnaire, observation and interview etc. to know the current situation of teachers' questioning, explore the principles of teachers' questioning and make some suggestions on improving teachers' questioning by taking my working place (Weifang Educational College) as an example. The paper is divided into five parts. The first part is the introduction to introduce the study background, significance, purpose and methods of this paper and also gives the definition of questioning. The second part includes chapter one and two; beginning with the introduction of the research findings of classroom questioning, chapter one analyzes the limitations of the current research and then illustrates the differences and the value of this survey. Chapter two is about the theoretical basis of the survey. The third part is chapter three which is about the characteristics of English teaching and the principles of teachers' questioning in vocational colleges. The fourth part which is the core of this paper includes chapter four and five; from theory to practice, chapter four makes a survey of teachers' questioning in English classrooms of vocational colleges with some students and teachers in my working place as the survey sample by using different survey methods; and finds that the quantity of teachers' questioning in English classrooms of vocational colleges is not a few, but also there are some problems. For example, teachers often ask some low-level questions, most questions are answered by teachers themselves and students in chorus, feedback is not so much and general, and questioning strategies are not used so often etc. Chapter five analyzes and discusses the survey results, and then summarizes the factors that influence teachers' questioning in English classrooms of vocational colleges. The last part is chapter six which includes the conclusion, some suggestions for enhancing the quality of questioning in the future and the limitations of this paper.