An Investigation Of The Situation Of Teacher Questioning In Senior High School English Class

As an important component of teacher talk and classroom interaction, classroomquestioning plays a necessary role in senior high school English classroom teaching.Teacher questioning is not only the essential source of the students'input but also theactive factor of the students'output. Therefore, classroom questioning has been a hotissue home and abroad. However, the domestic researchers have not done the researchabout classroom questioning thoroughly, especially teacher questioning in senior highschool English classroom teaching. So this thesis tries to make use of the real corpusto investigate teacher questioning in senior high school English classroom teaching.Based on the Krashen's Input Hypothesis, Swain's Output Hypothesis andLong's Interaction Hypothesis, the thesis tries to find out the situation of teacherquestioning in senior high school and the problems existing in teacher questioning bythe means of transcription and questionnaires. Finally some effective suggestions cancome up and it is hoped that they can be helpful for our English teacher questioning.This study addresses the three questions. They are 1.What are teachers'questioning features in English classroom teaching of senior high schools? 2. Whatare the problems existing in teacher questioning? 3. What kinds of questions canpromote interaction between teacher and students?According to the collected data, some findings can be shown as follows. 1.Teachers dominate the classroom questioning. Students cannot raise a questionactively. 2. There are no suitable ratios among different kinds of questions. Referentialquestions are less than display questions. Low-level questions are more thanhigh-level questions. Referential questions and high-level questions can promote theinteraction between a teacher and students. 3. Teachers cannot give students enoughwait-time. 4. Teachers cannot make full use of various questioning strategies. There isno balance among various questioning strategies. 5. Teachers cannot provide studentswith equal allocation of questions. They prefer asking the students who raise theirhands or sit in the front of the classroom.Because of these findings, some suggestions are provided. The suggestions arecreating a harmonious and equal learning atmosphere, designing appropriatequestions'types, applying diverse questioning strategies and providing adequate waittime.