The Effect Of Senior High School English Teacher's Questioning On Students' Learning Affect

Questioning is one of the most important tools used by teachers during the teaching process. And also as an important role in classroom teaching, it's vital to reach teaching target. In this way, the research on questioning is of great significance. This thesis focuses on the English teachers'questioning activity in senior high schools'classroom and takes fifteen English classes in the Binzhou area, Shandong Province, as the samples. Applying the methods of classroom observation, survey and interview, this study makes a special analysis of five of the sample to investigate the teachers'questioning activities in classrooms of senior high schools and its effect on students'learning affect. And it further explores the strategies and skills teachers should adopt to ensure the students'autonomy in English learning, facilitate students'positive learning affect and optimize the teaching quality in classroom.With Interactive Theory and the Affective Filter Hypothesis as the theoretical support, this research makes an observation of fifteen English teachers in some senior high school in Binzhou, Shandong Province, and conducts the survey of 150 students from the senior high school. In addition to the survey, an interview was held among 15 students from the school as well as another interview among 5 English teachers. The research concentrates on the following aspects of teachers'questioning activities in class: types of questioning, the mode of questioning, waiting time, types of feedback and its effect on students'learning affect.The study reveals that in terms of teachers'questioning and teachers'feedback, by and large , the investigated classrooms had not yet grown to be highly affect-supportive environment, for example, the frequency of teachers'questioning is lower; in normal classrooms, closed questions are far more than referential questions, which is not associated with the reality and fails to motivate students'interest of study; classroom questioning mainly includes nomination and chorus-answering, resulting in some students'laziness in thinking; waiting time for the answer is often too short for students to participate actively. Moreover,for the feedback,all of the five teachers use positive feedback to evaluate students'answers. But the form of feedback is monotonous and emotional interaction is inadequate. As for error correction, teachers tend to correct the mistakes directly instead of encouraging the students to make better reply.At last, based on the above discovery, this study tries to explore the strategies of optimizing English class questioning to provide an active and supportive environment. In the English classroom, questions need to be designed more reasonably and to face all students; teachers should question with a clear purpose at a proper time; the language of questioning should be inspiring and accurate; the attitude of questioning should be encouraging and natural; teachers should be patient enough to wait for students'answers; teachers should pay close attention to the emotional factors of the students and make use of emotional evaluation; teachers should establish positive view of error correction in the classroom teaching. These strategies are supposed to be helpful in encouraging the students'active thinking and achieving better quality of English teaching.