Teacher's Questioning In High School English Interactive Teaching

In the era of interactive language teaching, communication is , in fact, the heart of it. Through interaction, students can increase their language store and use all they possess of the language in real-life exchanges. In China, most English learners lack the natural environment of the language, so English learning is mainly set in classrooms, and classroom interaction is of vital importance. In classroom teaching, teachers' questioning is one of the most often used teaching techniques. It is an important and necessary form of bilateral activity between teachers and students. Teachers use questioning to stimulate thinking, assess student progress, promote interest, emphasize key points and above all, start interaction. It is through the question and answer exchange that students get the target language. So the skills and techniques of teachers' questioning is closely connected with the improvement of students' interactive competence.But for a long time, many English teachers in high schools are not fully aware of the effects of teachers' questioning on classroom interaction and they adopt the traditional way of teaching in which teachers are regarded as an authority, who dominate the whole of the class. And many teachers are found to occupy most of the time talking, and less time is given to the students to interact with each other. As a result, teachers' questioning, only a superficial form, lacking in the practical value, can't stimulate students' initiatives and develop their interactive ability.With the deepening of the teaching concept of student-centeredness, English teaching should focus on the training of students' integrating skills. According to social constructivist theory, language teachers, as mediators, should provide more opportunities for learners to use the language, create a good language environment and help learners to react properly to teachers' purposeful questioning in order to form their own answers. At the same time, teachers are supposed to give proper feedback and assessment to encourage them as well as build up a good psychological environment.This thesis argues in details about the aims of questioning, the classification of questioning, the wait time, the feedback and assessment teachers provide andtheir effects on classroom interaction. On the base of analyzing the relational questions of teachers' uuestioning, this thesis brings forward the following suggestions:(1) Sticking to student-centered teaching concept;(2) Monitoring teachers' questioning to create a good classroom language environment;(3) Adopting effective questioning skills to improve classroom interaction.