A Study On Classroom Questioning Strategies In Reading In Senior High School

Classroom questioning has always been one of the most frequently used strategies as well as an art in teaching. Through questioning, teachers can know how well the students comprehend the reading passage. Effective questioning strategies can help improve students' reading skills and develop good reading habits. This study aims to explore the present state of teacher questioning in reading and analyze their different strategies used while teaching from the following five aspects: the number of teachers' questions and their types, the discourse analysis of questioning, distribution of teachers' questioning, wait-time in questioning and teachers' feedback. Based on this, some suggestions are provided in this study.,Through recording and transcription, classroom observation, interviews and questionnaires, the main findings are concluded as follows:(1) High frequency of teachers' questions. The three teachers asked 114, 103, 85qestiongs separately.(2)Teachers asked more display questions (99%) than referential questions (1%).(3) Teacher's questioning language such as speed, vocabulary, syntax is appropriate to students.(4) Compared with other discourse patterns, teachers mainly use IRF structure.(5) Different teachers adopt different ways of the distribution of questions.(6) All of the three teachers use more positive feedback to evaluate students' answers They support to encourage students to speak more instead of correcting the mistakes of language form.With regard to this, some suggestions are provided in this study concerning question design strategies, questioning strategies, modification strategies and feedback strategies...