An Investigation Of Teacher Questioning In Senior High School

Teacher questioning is an effective teaching method. It can help teacher input, deliver and share information with students, it is an important part in classroom teaching, with its functions, it can provide an opportunity for students to produce output and receive teachers' feedback. As a result,teachers'questioning has been paid more attention from researchers and teachers for several years. In China, there has been a lack of attention given to systematic research in this field. The present thesis attempts to explore teacher's questions used in the senior high school EFL classroom. There are two research questions: (1) what are the problems of teacher questioning in senior high school? (2) What does it do to achieve the effective teacher questioning in class interaction? Through an empirical study, the thesis aims to examine how teachers use questions in classroom teaching, and the efficiency of teacher's questions to classroom interaction. It mainly focuses on the following aspects: 1) the types of questions frequently used by EFL teachers; 2)The types of question modifications; 3)The frequency of answer-seeking strategies; 4) the wait-time; 5) Distribution of teacher's questions; 6) the feedback of teachers'question. Some beneficial suggestions are put forward that teachers should be more aware of the effects of questions on classroom interaction and consciously monitor their questioning behavior to reinforce classroom Interaction and thereby to promote language learning.This thesis has five chapters: Chapter one is a brief introduction of the whole thesis. Firstly, the author presents the background of the research, and then the author states the significance of the present study, including the importance of teacher's questions and the reasons for choosing the topic. Chapter two is the literature review on teacher's questions, which contains the definition and functions of teacher's questions and the rules and methods of effective teacher questioning. The related major studies and findings both abroad and at home are introduced in details. Chapter three is the research design, which describes research methodology employed in this empirical study. The author conducted a questionnaire survey including the research question,research participants, and research methods and procedures. Chapter four is the analysis of research results, in terms of types of teacher question, strategies of teacher question, distribution of teacher question, wait-time, answer-seeking strategies and feedback of teacher question, the obtained data were calculated, the results were analyzed and discussed.According to what has been analyzed and studied in the previous chapters, the last chapter summarizes this thesis. The last part makes a conclusion. Based on the results of the present study, implications and suggestions about teacher's questions are drawn for high school English teachers.