An Emperical Study Of The Effect Of Teacher Questioning On Students' Oral Production In College English Classroom

Teacher questioning is a kind of interactive mode that is widely adopted in the classroom teaching and the teacher aims to create communicative context and opportunity effectively through a large amount of comprehensible target language input to make more students get involved in interactive process so as to improve the ability of learners'oral production. Thus,owing to the important role that teacher questioning plays in EFL classroom, studies on teacher questioning in EFL class and its effect have received more concern from scholars and educators both at home and abroad.Generally,the study of teacher questioning is conductive from 3 dimentions respectively such as lingusitic,cognitive and psychological aspects.They are not separated but interactive and make effects.Of course, the performance of the students in class may be affected by many other factors such as motivation,anxiety,self-esteem,fluency & accuracy. The present study aims to investigate the effect of teacher questioning on learners'oral production in EFL classroom.Three dimensions of teacher questioning are examined in this reasearch:questioning type, questioning strategy and assessment.And it also surveys the different effects of three dimensions on students'oral production.The thesis adopts emperical research method,the research randomly selects an experienced teacher and her two parallel classes from the Maritime College(N=96). Three instruments are used to collect data in this experiment: English proficiency test, classroom observations and audio-recordings. The research makes thorough classroom observations and recording under the natural state, then transcribes the verbal information into words, and meanwhile categorizes and analyzes teacher questions and students'responses according to the research questions needed, and accordingly, analyzes the organized data by SPSS 17.0 software.The result indicates: First,compared with the shorter and less complex responses to display questions, the learners'oral responses to referential questions are usually longer and more complex.The data shows there is significant difference between the two groups'oral production to the referential questions. Compared with display questions, referential questions are more conducive to students'oral production of higher language proficiency.Second,the questioning strategies employed by the EFL teacher have effects on learners'oral production. The strategy of probing can better reinforce the learners'oral production to the other three questioning strategies,namely,self-explaining,prompting and redirecting. Third,there is significant difference between the two groups'oral production to the assessment of the teacher. positive assessment will have obvious promotion to the quality and quantity of the learners'oral production.Finally,the thesis analyzes the enlightenments brought from the experiment and its limitations.And the prospect for the future research is made in the end.