An Investigation And Analysis Of The Types Of Questioning In Senior High School English Classroom Teaching

Questioning is an important component in language classroom teaching. It is one of the most important methods in English classroom teaching. It also gains high-level attention from the relevant scholars and teachers both in our country and abroad. The elaborate design and reasonable usage of many different types of questions can elicit the students'active thinking and autonomous learning. It can help them to participate in the classroom communicative activities, so as to increase the students'understandable output and to promote their acquisition of language, and therefore to achieve the purpose of improving the effectiveness of the teaching and learning performance.In recent years, researches on questioning in classroom have been increasing both at home and abroad. They have mainly focused on the classification, frequency, formulations, techniques of questioning and the waiting times after asking questions. Comparing with the researches abroad, the researches in our country are relatively less. Meanwhile, the researches mainly concentrate on college English classroom teaching rather than on senior high school English classroom teaching.According to the different dimensions of the nature, aims, inspiration and the objects of questioning, this research divides questioning into 7 major types. Classroom observation and questionnaire are used to investigate and collect data. By analyzing the data, the rates of different types of questioning are summarized and the conclusions are drawn: there are too many low-level questions;there are more questions about facts than reasoning and judging;"yes or no"questions are much more than half-sentence questions; questions about analyzing and summarizing only take a small part of all the questions. According to the analyzed reasons of the problems, suggestions for the solutions to them in the English classroom teaching are provided: integrating low-level and high-level questions; using more reasoning and open questions; paying more attention to students'analyzing and summarizing competences; asking more evaluating and appreciating questions.